Kinestemes® & Dyslexia: Enhancing Literacy Through Multisensory Learning
A Multisensory Approach for Enhanced Reading & Inclusive Education
Kinestemas® are based on multisensory integration, an approach that combines visual, auditory, proprioceptive, haptic, and kinesthetic channels. This principle is supported by research demonstrating how learning is enhanced by integrating multiple senses (Shams & Seitz, 2008).
They are particularly useful for preventing or intervening in learning difficulties such as dyslexia, a disorder where the precise integration of visual and auditory information is often compromised due to alterations in neural networks (Norton et al., 2015). However, their application is not limited to this disorder, as various types of students, not just those with dyslexia, can experience reading difficulties (Snowling, 2000). Therefore, Kinestemas® offer a versatile tool for addressing learning challenges across a wide range of contexts.
The use of Kinestemas® as a pedagogical tool significantly enhances memory and attention by integrating a wide range of sensory stimuli (visual, auditory, proprioceptive, and kinesthetic). This multisensory integration is crucial for solidifying the connections between letters, sounds, and meanings—fundamental elements in the process of acquiring literacy. In this regard, research by Kast et al. (2020) highlights how multisensory integration optimizes attention and memory processes by improving the connection between graphemes and phonemes during reading acquisition. Similarly, Fernandes et al. (2021) demonstrated that structured multisensory interventions not only increase phonological awareness but also reading accuracy in children with dyslexia by enhancing the retention of visual and auditory information.
Furthermore, Guttorm et al. (2021) revealed that early multisensory training promotes robust reading skill development in at-risk children due to increased neural activation associated with semantic memory. Likewise, Oakhill et al. (2022) emphasize that multisensory strategies, by combining images, sounds, and manipulative activities, facilitate the encoding of relationships among letters, sounds, and meanings, ultimately improving reading comprehension. Finally, a meta-analysis by Rogus-Pulia et al. (2023) confirms that multisensory stimulation optimizes information encoding and retention by integrating visual, auditory, and motor systems, an aspect particularly relevant for reading acquisition.
Beyond its efficacy in addressing difficulties associated with dyslexia, the Kinestema® Program aligns perfectly with the principles of Universal Design for Learning (UDL). By diversifying teaching pathways, this program fosters a truly inclusive and effective learning environment for students with a wide range of educational needs, ensuring that all have the opportunity to become functionally literate.
References
Fernandes, F., Stein, J. F., & Capellini, S. A. (2021). The effect of multisensory structured language intervention on phonological awareness and reading accuracy in children with dyslexia. Dyslexia, 27(1), 56–73.
Guttorm, T. K., Leppänen, P. H. T., Eklund, K., & Lyytinen, H. (2021). Multisensory training improves early literacy skills in at-risk children: Evidence from a longitudinal study. Reading and Writing, 34(1), 179–198.
Kast, M., Jäncke, L., & Meyer, M. (2020). Multisensory integration in literacy acquisition: A systematic review of behavioral and neuroimaging studies. Frontiers in Psychology, 11, 567341.
Norton, E. S., Beach, S. D., & Gabrieli, J. D. (2015). Neurobiology of dyslexia. Current Opinion in Neurobiology, 30, 73-78.
Oakhill,
V., Cain, K., & Elbro, C. (2022). Understanding and teaching reading
comprehension: A handbook (2nd ed.). Routledge.
Rogus-Pulia,
N., Conant, L. L., Lee, J., Malandraki, G. A., & Pillay, V. (2023).
Multisensory stimulation enhances memory encoding and retention: A
meta-analysis of neural correlates. Neuroscience & Biobehavioral
Reviews, 140, 104785. https://doi.org/10.1016/j.neubiorev.2023.104785
Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411-417.
Snowling, M. J.
(2000). Dyslexia (2nd ed.). Blackwell Publishing.
