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From the LD OnLine "Teaching Reading" bulletin board by Benjie.

Multisensory Sight-word Strategies

These procedures can be used to teach any rote skill, including: math facts, formulas, alphabet, foreign language, periodic chart, etc.

1. Start with Rhythmic Recitation (auditory and kinesthetic):
   Teacher (T) says letters aloud in rhythmic pattern while students softly tap or clap the matching rhythm.
   
   Example: SCHOOL

   T:	school	s-c-h	o-o-l	school
   T:		/-/-/	/-/-/

   
   

   Do this until students are comfortable with the rhythm.

   
   Students (S) do it with you.
   
   

   S:	school	s-c-h	o-o-l	school
   S:		/-/-/	/-/-/

   
   Fade the teacher spelling:
   

   T:	school	/-/-/	/-/-/	school
   S:	school	s-c-h	o-o-l	school
   S:		/-/-/	/-/-/

2. Air Writing (auditory and kinesthetic):
   Teacher uses Rhythmic Recitation to start this activity. Replace tapping with writing the letters of the word in the air in front of you, using whole hand and whole arm motion. (You will need to do this with your back to them so they see the proper orientation.)
   Students follow example.
   Fade your spelling prompt. Say the word before and after the spelling.
3. Closed-Eye Visualization (visual and auditory):
   Students close their eyes and try to visualize letters as the teacher says them. (If student cannot see the letters with eyes closed, they can softly say the letters after the teacher says them.)
4. Blind Writing (auditory, visual, tactile and kinesthetic):
   This is similar to Closed-Eye Visualization, but adds the tactile and kinesthetic. As the teacher says the letters, the students, with eyes closed write the words. I use the following sequence:
   ·Air Writing: Students use index finger and middle finger to write.
   ·Chalkboard: Students use index finger and middle finger to write words on board. Then they use "chunky" chalk to write on board.
   · Newsprint: (use large newsprint and "chunky" pencils) Note: this is the first activity on the horizontal plane.
   
5. Velvet Board (auditory, visual, tactile and kinesthetic):
   Students use a lapboard covered with a rich textured fabric to write their words. (This replaces the old sand/salt tray and sandpaper.)* Students say the word, use their index finger to write the letters as they say them and repeat the word.
6. Double Board (auditory, visual, tactile and kinesthetic):
   This lapboard is divided in half.
   · One side has a transparency under which a word can be slipped. The student traces the word using an overhead marker.
   · The other side has a textured surface (sandpaper, plastic canvas, window screen, etc.). With paper over the textured surface, the student writes the word with crayon, then traces the word with index finger.

The examples listed are specific to reading and spelling. These procedures can be used with any content that requires rote memorization.

These ideas have been gathered form various sources** and have been adapted to fit my style and that of my students.

**Primary sources:
Ron Walker (Georgia)
Renee Herman (California)

*Other suggested surfaces: "zip-lock" type bags with hair gel, shaving cream, mixture of tempera paint and jello powder of similar color. The bags are ductaped to cardboard or plywood for use as lapboard or on the desk. Or, put shaving cream on the shower wall and slime the words.

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