Unlike traditional home-row instruction, the Multisensory TypeRight Program teaches typing using a sequential, alphabetic approach. This approach, combined with an easy-to-learn poem as a mnemonic (memory) device, helps students remember each key location without looking at the keyboard. Once the keys are memorized, the students learn to let their fingers - not their eyes - find the keys.
The program's instructional approach is multisensory. Multisensory instruction involves teaching new information by using several senses at once incorporating many of the senses (including sight, sound, touch, and the kinesthetic component of movement) increases the likelihood that memory for the new information will be improved. In other words, the more senses we use, the faster we learn information and the longer this information remains in our memory. The brain is divided into cortices, or sections, that are responsible for interpreting sensory information. When many of the senses are involved in learning more parts of the brain are being accessed to memorize and learn.
Multisensory TypeRight teaches students how to approach touch-typing in a multisensory way. Looking at the computer monitor (visual information), saying the letters out loud (auditory information), and feeling different key surfaces (tactile information from special keypads applied, enables the student to actively use three senses to learn to touch-type. Thousands of students, teachers and other professionals can attest that this is the fastest method to achieving accuracy and automaticity.
Today, effortless keyboarding skills are essential to accessing the technology around us. Whether composing an essay or letter, communication with others via email, or searching the internet for information, navigating a keyboard quickly and efficiently is the key to using technology effectively. For students with written output difficulties, accurate keyboarding skills opens a new opportunity for written expression.
When Andrea started working with our daughter, she had an IEP goal of reading and writing at a grade 3 level by the end of grade 4. Within her grade four year, Andrea worked with our daughter three times per week and had her reading and spelling at a grade 4 level! She is now in grade 5 and continues to meet expectations for literacy and written output with Andrea's support and encouragement. We have seen our daughter go from feeling anxious and negative about school, to feeling confident and able to enjoy being a ten-year-old. As parents, we are so relieved to have effective interventions available to make academics accessible to our daughter despite her dyslexia. Andrea has been supportive, accommodating and an absolute pleasure to work with for our entire family.
- Janna Miller