Abstract

This study examined how multisensory integration enhances preschool children’s novel word learning. Forty preschool students participated in a two-session study. The first session consisted of a group study session in which children were read six short stories about friendly monsters. The second session occurred four to nine days after the group session and involved a one-on-one session. During this session, the stories were reread to the children, after which they were individually assessed on their receptive and expressive word knowledge. Results show that children retained more nonwords when they were presented using trimodal sensory integration compared to bimodal sensory integration in the receptive word knowledge task. Additionally, children demonstrated greater retention of nonwords in the receptive task than in the expressive task. These results show the benefit of multisensory integration in early childhood learning.

Advisor

Chen, Peiyao

Department

Psychology

Keywords

Multisensory Integration, Word Learning, Early Childhood

Publication Date

2026

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2026 Kelsey M. Maley