The Multistrategy instructional program

The Multistrategy instructional program reflects the trend in the 1980s to relate literacy more to the sociocultural context in which it takes place. The program is based on the greatest possible community input and control. Community members make decisions, choose the people to take part, and choose the themes for the materials to meet the felt needs of the community. When community members are in control in this way, materials and teaching patterns reflect the sociocultural factors important to the community.

The Multistrategy instructional program is a dual approach to teaching reading and writing developed by Mary Stringer in 1985-86.

The Multistrategy instructional program was developed after extensive research in reading theory and after empirical studies in the social context in Papua New Guinea. The dual approach includes two distinct emphases:

• Holistic strategies, and
• Analysis and synthesis strategies

The two strategies are taught in separate classes, but with each class beginning at the same time in the program. In this method there is separation of the modes of learning:

• Learners use holistic, sight recognition with focus on meaning in texts.
• Learners read meaningful words and texts made up of syllables and letters that they already know.

The learner controls and applies the different aspects of language (semantics, syntax and graphophonics) from each approach and integrates them into a meaningful whole.

The dual approach in the Multistrategy instructional program is based on the interactive model of reading theory.

One approach, called the story track, is top-down with holistic strategies. The other, called the primer track, is bottom-up with focus on elements below the word level and analysis and synthesis strategies of words and sentences.

The learner uses knowledge from each approach to add to what is learned in the other approach. The simultaneous interactive processes take place in the learner's mind as an integrated whole.

Here are some assumptions of the Multistrategy instructional program:

• Community members control and participate in all aspects of the program from the beginning, including orthography decisions. This goal enters every area of the program. Emphasis is on ownership of the literacy program with local literacy committees formed in each community.
• There should be discussion with community members on all decisions in the program, especially in the writing and production of materials. This is to make sure the cultural and social aspects of the program are maintained.
• Motivation is stimulated through the holistic emphasis in teaching and in the materials. Community members discuss and choose topics which affect the lives of the members of the community.
• Teacher training is enhanced when teachers choose and train with focus on specific strategies which fit their preferred learning and teaching styles.
• The dual approach allows peer teaching and modeling. Students can use the particular strategies to fit their preferred learning styles to learn to read and write.
• The particular cultural teaching pattern of show, look and do is incorporated in both approaches to allow learners to participate fully in the learning process.
• Writing skills, both creative and accurate, are taught, enhanced and encouraged from the beginning of the program. This allows the learners to write anything that they can think from the beginning to the end of the program.
• Community members, teachers, and learners write materials and build a core of literature through on-going classes in the communities.
• The reading and writing programs in this dual approach are part of a full curriculum including math, science, health and cultural studies.

Here are some materials that are needed for the Multistrategy instructional program:

• Chalk and chalkboards: large (one per classroom) and small (one per student)
• Stories on the theme to read to the students (at least two per week)
• One Big Book (at least) per week prepared before class on the weekly theme
• Smaller copies of each Big book (one per student)
• Primers covering reading readiness activities and word and sentence activities to teach syllables, phoneme, word building and syntax.

The two approaches of the Multistrategy method are called the Story Track and the Primer Track. Both tracks are taught at the same time in the program and learners attend both sessions each day.

Here are some parts of the Multistrategy instructional program:

• Community writing of the stories and primer
• Story track instruction (p. 16)
• Primer track instruction (p. 48)

Here are some sample primer pages from the Multistrategy instructional program:

• Multistrategy primer page sample

• What is a Big Book?
• Using a neurological impress activity
• Using paired reading
• Using shared reading

See the following online article for more information:

• What is the Multistrategy method?
• The Multistrategy method used for preschool litera...
• Can adults learn to read and write using the Multi...
• How does the Multistrategy method fit?*

• Stringer 1992
• Stringer and Faraclas 1987

• Structure module: Multistrategy instructional program, by Mary D. Stringer
• In overview module: Current instructional programs, by Leah B. Walter, Glenys Waters, and Trudy K. Stewart (editor)
• In overview module: Instructional programs, by Kenneth A. Boothe (contributor), Leah B. Walter (contributor), and Glenys Waters (contributor)
• In modular book: Implement a literacy program, by Carole P. Spaeth (compiler) and Leah B. Walter (compiler)
• In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 24 September 1999

© 1999 SIL International