由於Sparks 等人深入瞭解外語學習困難者的認知歷程與行為特質,建議外語教學者運用多重感官教學法 (Multisensory Approach,MSL),協助學習者克服困難。多感官教學法是教學者利用Orton-Gillingham method以直接(direct)、顯示(explicit)教學法,強調聯結視、聽、動、觸(visual-auditory-kinesthetic-tactile)等感官通道,有系統性的引導閱讀與拚寫障礙者,克服語音、語法、語意等基礎語文技能學習上的困難(Henry, 1988; Guyer & Sabatino, 1989; Simpson, Swanson, Kunkel, 1992; Sheffield, 1991)。Sparks等人(Ganschow & Sparks, 1993; Javorsky, Sparks, Ganschow, 1992),引證相關文獻說明目前外語教學所盛行的教學法,如自然學習法(natural acquistion)或強調隱式學習的溝通式學習(communicative language learning)與全語教學(whole language),皆因未考量學習困難者之學習特質,以致無法協助學習者克服困難,因此倡導將多感官教學法運用於外語教學(Sparks, Ganschow, Kenneweg & Miller, 1991)。他們進行一系列的實證研究(Sparks, Ganschow, Pohlman, Artzer, & Skinner, 1992; Sparks & Ganschow, 1993; Sparks, Ganschow, Artzer & Patton, 1997; Sparks & Artzer et al., cited in Ganschow, Sparks & Javorsky, 1998),證實多感官外語教學有助於提昇學習困難者的外語能力。

      Sparks等人所提倡多感官教材與教法(Ganschow, Sparks & Schneider, 1995),正如文獻所歸納的一樣(Birsh, 1999; Schneider, 1999),教材內容包括:音法與語音覺知(phonology and phonological awareness)、字音字母聯結(sound-symbol association)、音節劃分(syllable division)、語形(morphology)、語法(syntax)和語意(semantics)等。教材內容由簡入繁,而累積式的編排方式反應語言的學習是合乎邏輯的,可經由系統性歸納,培養學習者語言學習覺知能力。在教法上,如前所述,多感官外語教學法強調統合視、聽、動、觸各感官通道的聯結,以直接(direct)和顯示教學策略(explicit),反覆分析和歸納所學內容,以減輕大量記憶負擔。
      Birsh, J. R. (Ed.) (1999). Multisensory teaching of basic language skills. Baltimore: Paul H. Brookes Publishing Co.
 
      Ganschow, L., & Sparks, R. (1993). “Foreign” language learning disabilities: Issues, research, and teaching implications. In S. A. Vogel & P. B. Adelman (Eds.), Success for college students with learning disabilities (pp. 283-317). New York: Springer-Verlag.
 
      Ganschow, L., Sparks, R., & Schneider, E. (1995). Learning a foreign language: Challenges for students with language learning difficulties. Dyslexia, 1, 75-95.
 
      Ganschow, L; Sparks, R., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31, 248-258.
 
      Guyer, B. P., & Sabtino, D. (1989). The effectiveness of a multisensory alphabetic phonetic approach with college students who are learning disabled. Journal of Learning Disabilities, 22, 430-434.
 
      Henry, M. K. (1988). Beyond Phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 1988, 258-275.
 
      Javorsky, J., Sparks, R., & Ganschow, L. (1992). Perceptions of college students with and without specific learning disabilities about foreign language courses. Learning Disabilities Research & Practice 7, 31-44.
 
      Schneider, E. (1999). Multisensory structured metacognitive instruction: An approach to teaching a foreign language to at-risk students. Germany: Verlag.
 
      Sheffield, B. (1991). The structured flexibility of Orton-Gillingham. Annals of Dyslexia, 41, 41-54.
 
      Simpson, S. B., Swanson, J. M., & kunkel, K. (1992). The impact of an intensive multisensory reading program on a population of learning-disabled delinquents. Annals of Dyslexia, 42, 54-66.
 
      Sparks, R., & Ganschow, L. (1993). The effects of multisensory structured language approach on the native language and foreign language aptitude skills of at-risk learners: A follow-up and replication study. Annals of Dyslexia, 43, 194-216.
 
      Sparks, R., & Ganschow, L, Kenneweg, S., & Miller, L. (1991). Use of an Orton-Gillingham approach to teach a foreign language to dyslexic/learning disabled students: Explicit teaching of phonology in a second language. Annals of Dyslexia, 41, 96-118.
 
      Sparks, R., Ganschow, L., Artzer, M., & Patton, J. (1997). Foreign language proficiency of at-risk and not-at-risk learners over 2 years of foreign language instruction: A follow-up study. Journal of Learning Disabilities, 30, 92-98.
 
      Sparks, R., Ganschow, L., Pohlman, J.,Artzer, M., & Skinner, S.. (1992). The effects of a multisensory, structured language approach on the native and foreign language aptitude skills of high risk foreign language learners. Annals of Dyslexia, 42, 25-53.