The effect of multisensory instruction on semantic knowledge of students with SLI

This research synthesis focuses on the effectiveness of multisensory approaches as a model for intervention for students with specific language disorders (SLI). The practices constituting the focus of this synthesis contain the following characteristics: (1) the intervention incorporates more than one sensory modality in method for teaching semantic skills and (2) the therapy targets semantic knowledge by increasing awareness of semantic features. Studies reviewed in this synthesis failed to control for possible threats to validity that could contribute to outcomes to the intervention. Furthermore, small sample sizes limited conclusions that can be made regarding the effectiveness of interventions. Therefore, there is not enough available research evidence to conclude that multisensory intervention is appropriate for targeting semantic skills for students with SLI.