MSL (Multisensory Structured Language)
At Oakleigh Primary School, we are committed to integrating a range of instructional approaches and resources to meet the diverse learning needs of our students. The implementation of the Multisensory Structured Language (MSL) approach to teaching and learning literacy skills highlights this commitment. Explicit teaching of phonics and spelling rules/patterns are the major focus in Prep – Year 2. Morphology (prefixes, suffixes, root words and word origins) is a major focus from Year 3.
90% of English words can be sounded out (decoded) because they follow spelling rules and patterns. These are called decodable or phonetic words. Only 10% of the English language is made up or irregular (memory) words - these are the non-phonetic words that do not obey the usual rules and need to be memorised.
What Is MSL?
MSL is a scientifically researched, evidence-based approach that applies proven knowledge of how the brain works, how students learn and how students most effectively learn to read and write. We know that in order to be successful in reading and writing 5 essential steps are required: Phonology and Phonological Awareness (identifying letter sounds, sounding out words and blending the words together) and Language Comprehension (fluency, accuracy and comprehension).
Our teachers provide students with clear explanations of the relationships between phonics, spelling rules and the meanings of word parts (morphology) whilst simultaneously using multiple senses (auditory, visual and kinaesthetic/tactile) to form stronger neural pathways in the brain. This helps to embed learning in long-term memory.
The MSL approach to teaching literacy skills has proven benefits for all students. Teachers from Prep to Year 4 are mentored and supported in the implementation of this approach by our Learning Specialist, along with members of our MSL Professional Learning Team who are accredited ADA (Australian Dyslexia Association) practitioners.
Instruction Is Structured, Systematic and Cumulative
Instruction is success-based. The alphabetic code is taught in a specific order. Each new code builds upon previously learned knowledge using a synthetic phonics approach. Students begin by isolating, recognising and writing single sounds and their corresponding letters. As more sound-letter combinations are learnt, students can sound out (segment) and blend letters into words – vital skills for successful reading and writing.
For example, when teaching students about the letter ‘t’ and its sound, the teacher holds up a visual card with the letter formation represented on the card (visual). The teacher models the ‘unvoiced’ sound (auditory) ensuring that the students say the sound with the correct articulation, students repeat the sound whilst looking at the letter. In order for our young students to map the sound to memory, they need experiences with manipulatives; writing the letter using a two-finger trace in sand trays or making the letter with playdough demonstrating the correct starting point (kinaesthetic).
Once all single sounds are mastered, students are taught rules of the code. For example; a closed syllable is when a vowel (a, e, i, o, u) is trapped by a consonant and the vowel cannot say its name, it must say its short sound / /. Students are also taught words that do not follow the code we call these ‘irregular’ words. These are words were the vowel or consonants change their sound. They are generally words that we need to continually practice and see in many different experiences.
At OPS, we use decodable texts to support MSL instruction and enhance reading success. These decodable texts mostly contain words that incorporate the letter-sound relationships that students have been taught. They encourage students to apply their decoding skills instead of relying on pictures or guessing at the word. Decodable texts increase in complexity as the student learns more of the alphabetic code. The texts support students in their meaning of words and their understanding of the message within the text.
