Vocabulary Development

A sample of the Vocabulary Development section of the Multisensory Reading Program Level 1 

Level 1 Vocabulary smll








Vocabulary development is essential to becoming a competent reader.

  • At the end of each unit, there is a list of 10 words.
  • The words only contain the letters that the student is currently learning or has previously learned.
  • In addition, only words containing the common pronunciation of the letters are used.

In the first session:

  • Students are required to say the sound represented by each of the letters in the word and then blend the sounds together to form the word (e.g., /n/ /a/ /p/ /nap/).
  • As each letter is read the student should trace over the letter with his/her finger.
  • In this way students are using their sense of sight (as they look at the word), their sense of hearing (as they say the sounds) and their sense of touch (as they trace over the letters).
  • Research shows that this type of multisensory learning aids in retention and recall.

The student is required to read the list of 10 words 3 times each day.

  • Each time the list is read, the time taken is recorded in the boxes below the words.
  • Practice poorly read words between each time trial.
  • For some students, it is beneficial to concentrate on 3 different words each time.
  • If the student is finding a few words difficult to remember, spend time on just those words (e.g., repeat the word several times, put the word into a sentence, practice reading the word with the words on either side, etc).
  • Sometimes it is useful to supply additional cues (e.g., circle the letter(s) causing difficulty or draw a picture cue).

Ensure students place two or three fingers of their writing hand under each word as it is being read.

  • This helps develop eye tracking skills.

The goal is for the student to learn to read the ten words in 10 seconds (or less).

  • Research shows that reading the words at this rate (i.e., 1 word per second) is an indicator that the words have been stored in long-term memory and that students will be able to return to these words and still read them accurately in several weeks time.

It is strongly recommended that students are also taught the spelling of these words using the Cracking the ABC Code spelling technique: Spelling Level 1

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Multisensory Reading Level 1 (American Version)

Level 1 Spelling (American)


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Multisensory Reading Level 1 (Australian Version)

Level 1 (Australian)

Level 1 (American)


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