The focus of this study is to investigate if using multisensory components can increase students' letter and sound knowledge. Specifically this study probes how effective these multisensory components may be to students learning who have dyslexia or symptoms of dyslexia. This study also investigates if using these multisensory components increases students' engagement during intervention. To investigate this study I selected three focus students, two who were flagged as having dyslexia and one who had symptoms of dyslexia. These students would receive reading intervention to continue learning their letters and sounds only this time using multisensory components. Students would receive two weeks of intervention learning digraphs and consonant blends and taking progress monitoring assessments to analyze their development. In addition, I would observe students during intervention to collect field notes about their engagement during each lesson. Students would also complete an end of intervention engagement survey to collect their own thoughts about multisensory components and their engagement during intervention. After analyzing the data, it was evident that after two weeks of intervention with the three focus students there was not a clear indication that using multisensory components increased students' letter and sound knowledge. However, there was evidence to provide reason that using the multisensory components helped increase students' engagement during intervention.

Exit Requirement

Professional Project

Date of Award


Degree Name

Master of Science in Education: Curriculum and Instruction

Committee Chair

Joshua Schulze

Committee Member

Anne Ittner

Committee Member

Amanda Olsen

Committee Member

Joshua Schulze


Muiltisensory, letter and sound knowledge, dyslexia



Type (DCMI Terms)


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