Multisensory to discover the multi learning style of learners 2. Reading Comprehension - This test measures the ability of the learners to derive meaning from a text/passage/selection read. Items are mostly presented in a multiple-choice type of test. Skills tested include the following; literal questions, interpretative questions and integrative questions. Literal questions (Reading what is directly stated in the passage) - Questions whose answers are directly found in the selection. Examples: Who are the characters in the story? What happened when the bay released the bird? What crops do they grow in Mang Ramon's farm? What made Jonas cry? b. Interpretative questions (Reading between the lines) - Items require the learners to put together the information presented in the selection to give a correct answer. Example Question belonging to this category of comprehension include: Getting the main idea. What does the paragraph tell about air pollution? C. Applied/Integrative (Reading beyond the lines) - Learners are asked questions whose answers are based on their ability to make connections of the information read to their life experiences and knowledge. Example of skill and question is: Making comparisons: Using the clue words of the author, how are Ben and John different?"Thank you, Mr. Pascasio. In addition to what Mr. Pascasio has discussed, we also have a 'reading comprehension test.' When we refer to a reading comprehension test, it measures learners' ability to understand the text or derive meaning from what they have read. There is a significant difference between simply reading and reading with comprehension. Reading involves identifying words, while reading with comprehension is the ability to understand the meaning of what has been read. To test this ability, we use a 'reading comprehension test,' typically in the form of multiple-choice questions. Now, let's explore the skills tested in this type of test. There are literal questions, interpretative questions, and, finally, applied integrative questions. Let's examine each one individually. "The first skill is literal comprehension. This is tested when learners can understand and extract information from a given text without making assumptions. The answers are explicitly present in the provided text, so learners won't need to create their own responses. What they need to do is comprehend the text. For instance, after reading a story, there will be questions that learners need to answer. To respond to these questions, they must understand the story; they need comprehension. An example question could be: Who are the characters in the story? As a teacher, ensure that the questions you pose can be answered directly from the story. Next skills is the interpretative question "When we refer to interpretative questions, it's about going beyond the given text. Learners need to interpret the provided information, combining details to form an answer. For instance, a question like 'What

1. MULTISENSORY
LITERATURE TEACHING

2. When pupils participate well in class, this means
that they are not passive learners; they act to create
or construct their own learning. They use their
different senses to learn, especially in an English
class focusing on children's literary pieces. This
learning strategy is called multisensory literature
teaching.

3. • Humans learn through experience, and
creating experiences needs the use of
senses. This concept has been the basis
of teaching literacy, especially among
elementary graders.
• With this framework, multisensory
teaching has emerged and later widely
used by language teachers, including
literature instructors.

4. • Multisensory teaching banks on the power of
using combined senses (sight, hearing,
movement, and touch) to create meaningful
learning.

5. • Recent approaches in elementary literacy prove that
multisensory teaching does not only engage children to
learn, but also create a strong relationship with
experience and concept.
• Researchers on literacy improvement believe that
involving multiple areas of the brain is one of the prime
ways to teach concepts. This is called whole-brain
learning.
• Multisensory teaching is anchored on the whole based
learning.

6. Multisensory teaching can be combine d with the theory
of Multiple intelligences by Howard Gardner.

7. • Almost everyone can benefit from using multisensory teaching. However,
researches have emphasized that it mostly benefits those learners with
learning disabilities, with sensory integration challenges, and in early
elementary grades. In fact, literacy, in particular, is a multisensory skill
because of the need to decode words and comprehend the thought at the
same time.

8. • Readers at risk can be aided with multisensory learning
because they are forced to use all of their senses while
browsing a text and rely on their critical thinking.
• Moreover, multisensory teaching can be used during actual
teaching or remedial instruction. For instance, a children's
literature teacher would like to emphasize how spiders
move; he/she would use the poem "A Little Spider." All
spider words would be replaced by touching both thumbs
and crisscrossing with both index fingers. You can develop
learners' literacy by including some components like
auditory and visual activities