Validation of a Multisensory Educational Package and Its Effectiveness on Phonological Awareness and Reading Skills in Students with Specific Learning Disorder with Reading Impairment

Abstract

This study aimed to validate a multisensory educational package and examine its effectiveness on phonological awareness and reading skills among students aged 7–11 with specific learning disorder with impairment in reading. A quasi-experimental design with pretest–posttest, control group, and follow-up phases was used. Thirty children diagnosed with reading disorder were selected through convenience sampling and randomly assigned to an experimental group (n=15) and a control group (n=15). The Nama Reading Test, including word reading, nonword reading, and word-chain reading subtests, served as the assessment tool. The experimental group received a 12-session multisensory intervention using color cubes and structured flashcards, while the control group received no intervention. Data analyses were conducted using repeated-measures ANOVA and Bonferroni post-hoc tests. Repeated-measures ANOVA demonstrated significant improvements in word reading, nonword reading, and word-chain reading among the experimental group, with significant group × time interaction effects across all components. Bonferroni comparisons confirmed significant differences between pretest and posttest and between pretest and follow-up, indicating that gains were sustained at three- and six-month follow-ups. The experimental group consistently outperformed the control group across all inferential indicators. The multisensory Color Cubes educational package effectively and sustainably improved reading skills in children with specific learning disorder with reading impairment, supporting its use as a practical and evidence-based intervention in educational and therapeutic settings.