Author
Ma. Kiefer M. Pesiao
Cebu Technological University – Main Campus
Cebu City, Philippines
Email: makieferpesiao@gmail.com
Abstract
This study focused on the design and illustration of multi-sensory reading materials intended to support learners with special needs in the early grades. Grounded in the principles of inclusive education and multisensory learning, the study aimed to address diverse learning styles and sensory preferences by integrating visual, auditory, tactile, and kinesthetic elements into reading instruction. Specifically, it sought to develop instructional materials that enhance learners’ phonemic awareness, decoding skills, and early reading comprehension. The study employed a design and development research approach. Data were gathered from elementary teachers handling learners with special needs through surveys and expert evaluations to identify instructional needs, validate the content, and assess the acceptability of the developed materials. The multisensory reading materials were designed in alignment with the Department of Education’s (DepEd) K–12 curriculum standards and the Most Essential Learning Competencies (MELCs) for beginning reading. Results revealed that the developed materials were highly acceptable in terms of content relevance, instructional design, visual appeal, and usability. Teachers perceived the materials as effective tools for engaging learners with special needs, promoting active participation, and supporting foundational reading skills. The findings demonstrate the potential for multi-sensory reading materials to enhance inclusive classroom practices and address learning barriers among struggling and special-needs readers. The study concludes that carefully designed and illustrated multi-sensory reading materials can serve as valuable instructional resources in inclusive education settings. It is recommended that teachers integrate these materials into early literacy instruction and that further studies explore their effectiveness through classroom implementation and learner performance assessments.
Keywords: Multi-sensory reading materials, inclusive education, early literacy development
DOI: http://doi.org/10.69651/PIJHSS0501687
Recommended citation:
Pesiao, M. K. M. (2026). Designing and illustrating multi-sensory reading materials to support learners with special needs. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7546-7556. http://doi.org/10.69651/PIJHSS0501687
Read the full text
References
Al-Ahmad, A., Al-Khalifa, H., & Salim, S. (2022). The impact of multisensory instruction on reading skills of students with learning disabilities. Journal of Inclusive Education Research, 15(2), 44–57.
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
Best, J. W., & Kahn, J. V. (2014). Research in education (10th ed.). Pearson Education Limited.
Birsh, J. R. (2011). Multisensory teaching of basic language skills. Paul H. Brookes Publishing.
Birsh, J. R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th ed.). Paul H. Brookes Publishing.
Boardman, K. (2019). An exploration of teachers’ perceptions and the value of multisensory teaching and learning: A perspective on the influence of specialist dyslexia training in England. Education 3–13, 48(7), 1–12. https://doi.org/10.1080/03004279.2019.1653349
Bøg, M., Dietrichson, J., & Isaksson, A. A. (2021). A multisensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment. The Journal of Educational Research, 114(3), 233–251. https://doi.org/10.1080/00220671.2021.1902254
Calderon, J. F., & Gonzales, E. C. (2020). Methods of research and thesis writing (expanded ed.). National Book Store.
CAST. (2018). Universal design for learning guidelines, version 2.2. Center for Applied Special Technology. https://udlguidelines.cast.org
Chit, S. M., Yap, K. M., & Ahmad, A. (2024). Multi-sensory learning framework for visually impaired learners: Use of 3D, haptic, audio, olfactory media. Multimedia Tools and Applications. https://doi.org/10.1007/s11042-024-18249-1
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Department of Education (DepEd). (2009). DepEd Order No. 72, s. 2009: Inclusive education as strategy for increasing participation rate of children. DepEd Philippines.
Department of Education (DepEd). (2022). Implementing rules and regulations of Republic Act No. 11650 (Inclusive Education Act of 2022). DepEd Philippines.
Edirisinghe, C., Podari, N., & Cheok, A. D. (2018). A multisensory interactive reading experience for visually impaired children: A user evaluation. Personal and Ubiquitous Computing, 26, 1–15. https://doi.org/10.1007/s00779-018-1127-4
Faunillan, M. (2023). Multisensory learning approach as strategy in teaching phonological awareness: A guiding tool for kindergarten instruction. E-Journals Philippines. https://ejournals.ph/article.php?id=21410
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Hettiarachchi, S., Ranaweera, M., & Disanayake, H. M. L. N. (2020). The effectiveness of using multisensory children’s stories on vocabulary development in young deaf and hard-of-hearing children. Deafness & Education International, 23(2), 1–24. https://doi.org/10.1080/14643154.2020.1808275
International Dyslexia Association. (2019). Multisensory structured language teaching: Fact sheet. International Dyslexia Association.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Ministry of Education (Singapore). (2015). Classroom instructional practices for inclusive education survey. Ministry of Education.
Nissim, M., Goldman, K. J., Falk-Peretz, S., & Cohen, I. (2024). Bridging the gap: Voices of teachers on inclusive literature. European Journal of Special Needs Education, 1–13. https://doi.org/10.1080/08856257.2024.2410572
Nordin, M. N., Ismail, S. Z., Yusuf, R., Azizi, Z., & Abbas, M. S. (2024). A review of multisensory theory on the learning of students with special education needs with visual impairment. International Journal of Academic Research in Business and Social Sciences, 14(3). https://doi.org/10.6007/IJARBSS/v14-i3/21041
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.