2 minute read
Multisensory Structured Language Approach
Angela Williams Head of Educational Support Services
The Multisensory Structured Language Approach (MSL) was introduced to The King’s School in 2016 to address the decline in literacy skills, as demonstrated through ongoing analyses of both PISA (Programme for International Student Assessment) and NAPLAN results.
MSL is an approach or methodology, not a program, that could be delivered as a constant across the three campuses whereby consistency is ensured. It comprises a combination of whole language, which allows for the use of rich literature, with direct and explicit instruction. MSL is based upon pure linguistics and the rules and patterns of phonology. This system teaches: etymology, phonological awareness, spelling, syntax, grammar, morphology, vocabulary, and handwriting skills. MSL was derived from the OrtonGillingham approach, which was developed specifically for students who have a language-based disability; however, it is also used most effectively for any struggling reader. Orton Gillingham approaches are research based; that is, the approaches have been developed by drawing on existing research bases as to the most effective means of supporting struggling readers and writers.
MSL is not a prescriptive program whereby all students progress at the same pace regardless of their acquired skill level; such practices either become boring for some students or move too fast for others who have not mastered a particular skill. In addition, these programs can often inhibit an individual teacher’s creativity when a teacher becomes reliant upon scripted teaching. Rather, the MSL approach enforces differentiation within the whole class setting, combined with the Response to Intervention Model via a three-tier scaffold. The first level of the tier is for the whole class and through consistent reviewing, practice, assessment and consolidation, the teacher is fully aware of each student’s ability level.
MSL conforms to the requirements of the K-10 NESA English syllabi whereby phonemic knowledge, word recognition, grammar, spelling and vocabulary need to be explicitly taught. These is some evidence that suggests that vocabulary acquisition slows down for 8 to 9-year-olds, as teachers assume students have the vocabulary. However, this is a misnomer; students must continuously and explicitly be taught vocabulary. Through the explicit teaching of morphology, etymology and phonological awareness, a student’s vocabulary is automatically broadened and their knowledge of language enhanced. Literacy is the communicative act; language is the tool with which to perform the communicative act. MSL is the methodology to teach the required language.
The Preparatory School uses MSL daily. Most classes have at least one dedicated MSL session for an hour a week in addition to the daily integrated sessions; in K-2, they have an extra 2 hours per week. In addition to the spelling rules and patterns explicitly taught via the MSL methodology within the classroom, the Preparatory School and Tudor House run an Early Birds Program four mornings each week before school. This program targets specific goals for students who are not mastering various skills in the classroom setting and require further practice. Literacy groups are also offered for students who require additional exposure to rules and concepts. Within these support groups, MSL is an integral component.
To ensure consistency for struggling students who are transitioning from the junior to senior campus, the Senior School embeds the MSL approach into their units of work for the lowest three English Classes in Years 7 and 8. In addition, MSL classes are held before school, two mornings a week for invited students in Years 8, 9 and 10.
