Investigation the Role of Feedback in Enhancing the Effectiveness of Multisensory Instruction for Dyslexic English Language Learners

Abstract

This study aimed to find out the effect of feedback to the effectiveness of multisensory instruction for dyslexic English language learners (ELLs) in the Asir region, Kingdom of Saudi Arabia. The objective of the study involved: to estimate which kind of feedback (immediate, delayed, corrective, explanatory, motivational) in terms of timing is the most influential in fluency, reading comprehension, and phonemic awareness achievement. With the implementation of a carefully planned experiment 100 dyslexic ELLs aged 10-15 participating in it, data was gathered by the end of an academic year using structured reading tests and questionnaires. The research demonstrated that the reading skills of all the students had significantly increased, and the feedback of immediate and explanatory showed the most significant effect. A series of one-way ANOVA, multiple regression analyses, and Pearson correlation analyses all point to the positive influence of tailored feedback applications when used in multisensory teaching environment. The research outcomes may imply, therefore, that the proper feedback provided when necessary is a crucial factor of the multisensory learning process and it can be especially yielding for young dyslexics.