Enhancing the Attainment of Students with Dyslexia in Science through Multisensory Instructional Strategies A.C.Fathima Fazmina #1 , Dr.A.M.Jazeel *2 , Dr.AR.Saravanakumar #3 , Dr.K.R.Padmini Devi *4 , Dr.Katheges Ponniah # 5 # Graduate Teacher, AK/ Al-Muneera Girls High School, Addalaichenai *Senior Lecturer in Education, University of Vocational Technology, Ratmalana # Assistant Professor in Education, Department of Education (DDE), Alagappa University, Karaikudi *Educational Researcher, Department of Education (DDE), Alagappa University, Karaikudi # Senior Lecture, Sultan Idris Education University, Malaysia Abstract— Science is the systematic study of the phenomena of the physical, social, and natural worlds through observation and experimentation. It is a key to innovation, exploration and invention. That is why, the students are expected to be mastery in science from their school day for understanding and inventing through science. In this backdrop, the students with learning difficulties, the students with dyslexia in particular find it very difficult in understanding the core subject of science in schools. These students need innovative approaches in learning of science considering their learning capacities. That is why, multisensory instructional strategies were designed to improve the attainment of these students in science. In this study, experimental method was used using single group pretest treatment posttest design. The major objective of the study was to assess the efficacy of multisensory instructional strategies in enhancing attainment of students with dyslexia in science. For this study, a sample of 08 students with dyslexia studying at Grade 06 in AK/ Al-Muneera Girls High Schools, Addalaichenai was selected by using purposive sampling technique. Data were collected using diagnostic test, pretest and posttest. The intervention of Multisensory Instructional Strategies were applied by implementing Multisensory Activity Modules. The findings of the study have revealed that multisensory Instructional Strategies were effective in enhancing the attainment of students with dyslexia in science. This document gives formatting instructions for authors preparing papers for publication in the Proceedings of an IEEE conference. The authors must follow the instructions given in the document for the papers to be published. You can use this document as both an instruction set and as a template into which you can type your own text. Keywords— Science, Multisensory Instructional Strategies (MIS), Attainment, Dyslexia, Learning, Attainment. INTRODUCTION Science is the systematic study of the structure and behavior of the physical, social, and natural worlds through observation and experimentation. It is a key to innovation, global competitiveness, and human advancement. It is important that the world continues to advance in the field of science by new inventions and exploration in the universe. School children are naturally curious, which makes science an ideal subject for them to learn. Science allows students to explore their world and discover new things. It is also an active subject, containing activities such as hands-on labs and experiments. This makes science well-suited to active younger children. Science is an important part of the foundation for education for all children. In Sri Lankan national curriculum, the subject of science is given more importance. it is introduced from Grade 06 to Grade 11. The students are expected to master in science for their practical life and higher studies. For improving achievement in science, the teachers of science have to adopt appropriate methods and techniques in the classroom. After all, teaching of science has become a challenging task in the schools nowadays. The conventional methods presently used are not relatively effective. This scenario becomes worse when dealing with the students with dyslexia in the classroom. In this situation, there needs a paradigm shift in the methods of teaching science, particularly in the classroom where it is found a handful of students with dyslexia. Journal of Xidian University VOLUME 14, ISSUE 6, 2020 ISSN No:1001-2400 http://xadzkjdx.cn/ https://doi.org/10.37896/jxu14.6/216 1812