Implementation of Multi-Sensory Approaches in Teaching Reading and Academic Performance of Struggling Readers in Grades 2 and 3

AUTHOR(S)

DORMICITA V. SALLENTE

ABSTRACT

— This study determines the significant relationship between the extent of implementation of multi-sensory approach in teaching reading and academic performance of struggling readers in Grades 2 and 3. The study employed a descriptive-correlational research design utilizing a survey used by Birsh & Carreker (2018) in their study on “Multisensory Teaching of Basic Language Skills to determine the extent of implementation of multi-sensory approach in teaching reading while the final grade in quarter 4 was used to determine the academic performance of the struggling readers. The research results affirm the presence of a significant relationship between the extent of implementation of multi-sensory approaches in teaching reading and the academic performance of struggling readers in grades 2 and 3. The findings highlight that the consistent use of multi-sensory strategies—particularly in classroom implementation and student engagement—positively influences learners’ reading performance, as reflected in the majority of students achieving satisfactory to outstanding academic ratings. These results imply that strengthening instructional supervision, enhancing teacher preparedness through training, and addressing resource gaps are essential in improving reading instruction and fostering better literacy outcomes among struggling readers. Keywords — Implementation, Multi-Sensory Approaches, Teaching Reading, Academic Performance, Struggling Readers, Grades 2 and 3