Asian Journal of Education and Social Studies

Despite the critical importance of early literacy development, many Pre-Primary learners struggle to master the English alphabet due to the sustained dependance on traditional, one-size-fits-all teaching methods that fail to address different learning styles. This lack of inclusive, multi-sensory instruction leads to disengagement and uneven literacy outcomes, particularly among visual, auditory, kinesthetic, tactile learners, and children with learning differences. This action research investigated the effectiveness of a multisensory approach in teaching English alphabets to Pre-Primary students. Using quantitative research design, the study compares students’ performance between traditional and multisensory teaching methods. The study assessed forty-five Pre-Primary students before and after each teaching method. The findings indicated that students taught when exposed to multisensory approach had significantly higher mean scores in three literacy skills: phonics awareness, letter identification, and writing ability. However, the study also considered limitations such as the sample size, previous exposure to traditional methods, and implementation challenges. Overall, the research highlighted the benefits of multisensory learning in early literacy instruction. Future research is recommended to examine the long-term effects on reading fluency and comprehension with the aim of fostering sustainable and inclusive educational practices.