This study aims to examine the effectiveness of the multisensory learning approach in teaching reading to normal dyslexic primary school students in Bamenda III sub division, Mezam North West region of Cameroon. The design of this study is quasi-experimental. A pre/post test was conducted to identify students' performance in phonological awareness skills. The content of the test consists of twenty items. All dyslexic students in Bamenda III sub-division are the study population. While the study respondents consisted of 24 fifth grade students with dyslexia selected from two schools: Educare Bilingual Nursery and Nkwen Bamenda Primary School and All Saints Bilingual Nursery and Bayelle Nwen Primary School, Respondents were divided into four groups, (two experimental groups and two control groups, each with 6 students). The experimental group was guided with the application of multisensory learning methods while the control group was guided using traditional teaching methods. The data analysis process uses the statistical package SPSS version 25. The findings of the study show a high increase in the phonological awareness of students with dyslexia with the application of a multisensory learning approach.
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(Nordin et al., 2024)
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