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The IMMERSEMIND Framework: A Multisensory Methodology for Reading Stabilization in Children with Dyslexia, Sensory Processing Differences, and Multilingual Learners

Yuliia Koshova
M.A. in Psychology, Neurodevelopmental Specialist
DOI Crossref DOI 10.37547/tajssei/mth-26-01
tajssei 2026
JOURNAL PUBLICATION JANUARY
FULL TEXT PP. 01-43
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VOLUME —
ISSUE —
YEAR 2026
PAGES 01-43
RESEARCH OVERVIEW

Abstract

The methodology addresses a recurring problem in early education: many children struggle with reading despite typical intelligence because their perception and integration of written information follow an atypical pattern. Reading difficulty in this population produces secondary effects such as anxiety, avoidance, and a lowered academic self-image, which compound the original barrier. IMMERSEMIND reframes the target of instruction as the organization of perceptual experience across five channels, namely visual, auditory, tactile, motor, and spatial. The framework combines five authorial components into a single reproducible system: Living Anchors, Smart-Highlight, a fixed session script, an autism-adaptation module with learner-controlled regulation, and an observation-based monitoring scheme. The methodology grew from private practice between 2015 and 2022 and now extends toward multilingual and immigrant learners in the United States schooling. Qualitative practice observations indicate gains in attention to text, recognition speed, and emotional regulation, with quantitative validation framed as the next stage. The methodology serves reading specialists, inclusive educators, school psychologists, ESL and ELL support staff, and informed parents.

RESEARCH TOPICS

Keywords

dyslexia multisensory reading instruction structured literacy visual stress sensory processing autism spectrum virtual environments multilingual learners English language learners progress monitoring
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