Perception of Teachers on Multisensory Approaches in Developing Reading Skills of Grade Three Learners in the Third District of Las Piñas

Abstract

This study examined the effectiveness of multisensory instructional approaches in improving the reading performance of Grade 3 learners, focusing on decoding, reading fluency, and comprehension. Anchored in multisensory learning theory and the principles of inclusive education, the study responded to the growing need for evidence-based literacy interventions that address learner diversity and support equitable learning outcomes in line with Sustainable Development Goal 4 (Quality Education). A quantitative quasi-experimental design was employed, involving an experimental group exposed to multisensory instruction and a control group taught using conventional reading strategies. Reading performance was measured using a researcher-developed and expert-validated assessment administered before and after the intervention. Pre-test results indicated no significant differences between the groups, establishing baseline equivalence. Post-test analysis revealed statistically significant gains among learners who received multisensory instruction across all reading domains. The experimental group demonstrated superior improvement in word recognition, reading fluency, and reading comprehension compared to the control group. These findings indicate that integrating visual, auditory, kinesthetic, and tactile modalities enhances learner engagement and supports the development of foundational literacy skills. The results affirm the effectiveness of multisensory instruction as a learner-centered and inclusive pedagogical approach that responds to varying learning needs. The study concludes that multisensory strategies are valuable tools for strengthening early literacy and reducing learning gaps in elementary education. It recommends the systematic integration of multisensory approaches into reading curricula and teacher professional development programs to support inclusive, equitable, and quality education outcomes consistent with SDG 4.