An initial yet rigorous test of multisensory alphabet instruction for english monolingual and emergent bilingual children

Abstract

Little evidence exists on how best to support children’s alphabet knowledge, which is a foundational early literacy skill. In this study, we investigated the impact of multisensory alphabet instruction on the alphabet learning of English monolingual and emergent bilingual (EB) children aged 3:5 to 5 years old, compared to visual-auditory alphabet instruction (i.e., featuring visual and auditory modalities, which are typically present in alphabet instruction). We also investigated whether children’s language status, either EB or not EB, moderated the impact of multisensory alphabet instruction. We utilize a rigorous within-subjects experimental research design. Thirty-six children were enrolled in the study and received 1:1 alphabet instruction on two sets of four letters, either using a multisensory or visual-auditory approach, with a final set of four letters as a control. Findings revealed that young children benefited from explicit and systematic alphabet instruction, whether multisensory or visual-auditory, in terms of improving their lowercase letter knowledge. EB and English monolingual children experienced a similar benefit from alphabet instruction, perhaps because they had similar socio-economic status and language backgrounds. In using an experimental design and strong counterfactual, this study contributes to the literature concerning understanding effective evidence-based practices to promote English monolingual and EB children’s alphabet knowledge.