Multisensory teaching is one important aspect of instruction for dyslexic students that is used by clinically trained teachers. Effective instruction for students with dyslexia is what all student require that is instruction that is direct & explicit, structured & systematic, cumulative, cognitive, intensive, emotionally sound and focused on meaningfully taking speech to print. The multisensory component involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language. A skilled MSL educator provides direct instruction to ensure links are consistently made between the visual (language we see), auditory (language we hear/perceive), and kinesthetic-tactile (language symbols we feel) pathways in learning to read and spell. 

I attended the 5 day intensive course that was facilitated by the Institute for Multisensory Structured Language Education Australia. MSL is an approach that is directly associated with the Science of Reading, is proven to work and helps to inform Liz Kane's Structured Literacy work. It is an approach that should form a large part of Teacher Education in New Zealand as it gets results.    

Since participating in the course, I have successfully used the approach, alongside Liz Kane's Structured Literacy approach, as my reading and spelling program. I have used the approach extensively for students ranging in age (especially year 5 to 8) as the base for spelling instruction, but more successfully for supporting students who show signs of dyslexia. I am currently working toward gaining my accreditation in MSL Instruction and Delivery. As I complete sections of work, outcomes will be posted below to form a journal of my learning and development.

Multisensory Structured Literacy Education is the best professional development I have taken part in. It is highly recommended that other educational professionals consider investing time and money into participating in the course.