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The use of a multisensory approach to promote reading in english in a child with dyslexia

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dc.contributor.advisorValle Zapata, Liliana
dc.contributor.authorMass Villadiego, Marlys Yaneth
dc.contributor.juryRomero, Yanilis
dc.contributor.juryLorduy, Danilsa
dc.date.accessioned2024-09-05T16:06:24Z
dc.date.available2025-08-31
dc.date.available2024-09-05T16:06:24Z
dc.date.issued2024-09-04
dc.description.abstractDyslexia has become a frequent condition that teachers face in classroom settings. However, in public schools, it seems to be more difficult because of the lack of teacher training. As a consequence, some teachers struggle every day in mainstream schools with dyslexic students without the appropriate knowledge to teach them. In this sense, this study describes how teachers deal with this disability when teaching reading in English. The main objective of this qualitative study is to explore how an English teacher accommodates his/her teaching of reading in English to a child with dyslexia, and how multisensory activities could facilitate that process. This case study sample is a sixteen-year-old student diagnosed with dyslexia and a secondary English teacher. Data was collected through observations, interviews, stimulated recalls, and multisensory activities over one scholarly term, this data was analyzed by carrying out a thematic analysis. Findings showed that the use of multisensory activities not only helped dyslexic students overcome difficulties in reading but also increased their motivation towards English classes. Also, the teacher’s role is pivotal when preparing and accommodating his classes taking into account the student’s needs by using multisensory activities. This study supports teachers providing them with the opportunity to explore the use of a multisensory approach for teaching reading in English to dyslexic students.eng
dc.description.abstractLa dislexia se ha convertido en una condición frecuente que enfrentan los profesores en el aula. Sin embargo, en las escuelas públicas parece ser más difícil debido a la falta de formación de los docentes. Como consecuencia, algunos profesores luchan todos los días en las escuelas regulares con estudiantes disléxicos sin los conocimientos adecuados para enseñarles. En este sentido, este estudio describe cómo los docentes abordan esta discapacidad cuando enseñan una segunda lengua. El principal objetivo de este estudio cualitativo es explorar cómo un profesor de inglés adapta su enseñanza de lectura en inglés a un niño con dislexia, y cómo las actividades multisensoriales podrían facilitar ese proceso. La muestra de este estudio de caso es un estudiante de dieciséis años diagnosticado con dislexia y un profesor de inglés de secundaria. Los datos fueron recolectados a través de observaciones, entrevistas, recuerdos estimulados y actividades multisensoriales durante un período de un periodo académico, estos datos fueron analizados realizando un análisis temático. Los hallazgos mostraron que el uso de actividades multisensoriales no sólo ayudó a superar las dificultades de lectura en un estudiante disléxico, sino que también aumentó la motivación hacia las clases de inglés. Además, el papel del docente es fundamental a la hora de preparar y adaptar sus clases teniendo en cuenta las necesidades del alumno mediante el uso de actividades multisensoriales. Este estudio apoya a los docentes brindándoles la oportunidad de explorar el uso de un enfoque multisensorial para enseñar lectura en inglés a estudiantes disléxicos.spa
dc.description.degreelevelMaestría
dc.description.degreenameMaestría en Enseñanza del Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsABSTRACTeng
dc.description.tableofcontentsRESUMENeng
dc.description.tableofcontents1. Introductioneng
dc.description.tableofcontents2. Conceptual Frameworkeng
dc.description.tableofcontents2.1. Inclusive Educationeng
dc.description.tableofcontents2.2. Disability and Main Disabilities in The Classroomeng
dc.description.tableofcontents2.2.1. Main Disabilities in The Classroomeng
dc.description.tableofcontents2.2.1.1. Attention Deficit Hyperactivity Disorder (ADHD)eng
dc.description.tableofcontents2.2.1.2. Learning Disabilitieseng
dc.description.tableofcontents2.2.1.3. Mobility Disabilitieseng
dc.description.tableofcontents2.2.1.4. Medical Disabilitieseng
dc.description.tableofcontents2.2.1.5. Psychiatric Disabilitieseng
dc.description.tableofcontents2.2.1.6. Visual Impairmentseng
dc.description.tableofcontents2.2.1.7. Hearing impairmenteng
dc.description.tableofcontents2.2.1.8. Autism Spectrum Disorderseng
dc.description.tableofcontents2.3. Dyslexiaeng
dc.description.tableofcontents2.3.1. Dyslexia’s Effects on Readingeng
dc.description.tableofcontents2.4. Reading as a Skilleng
dc.description.tableofcontents2.5. The Multisensory Approacheng
dc.description.tableofcontents2.6. Multisensory Activitieseng
dc.description.tableofcontents2.6.1. Visual learningeng
dc.description.tableofcontents2.6.1.1. Printable bookseng
dc.description.tableofcontents2.6.1.2. Hidden sight word coloring/sight word mosaiceng
dc.description.tableofcontents2.6.1.3. Flashcards with identifying pictureseng
dc.description.tableofcontents2.6.2. Auditory Learnerseng
dc.description.tableofcontents2.6.2.1. Rhyming/making up words with word familieseng
dc.description.tableofcontents2.6.2.2. Read Aloudeng
dc.description.tableofcontents2.6.2.3. Phonemic awarenesseng
dc.description.tableofcontents2.6.2.4. Chantingeng
dc.description.tableofcontents2.6.3. Tactile Learnerseng
dc.description.tableofcontents2.6.3.1. Playdougheng
dc.description.tableofcontents2.6.3.2. Word building kitseng
dc.description.tableofcontents2.6.3.3. Read it, write it, build iteng
dc.description.tableofcontents2.6.3.4. Sandpaper letterseng
dc.description.tableofcontents2.6.4. Kinesthetic learnerseng
dc.description.tableofcontents2.6.4.1. Sight word jumpeng
dc.description.tableofcontents2.6.4.2. Race Car blendingeng
dc.description.tableofcontents2.6.4.3. Sight word towerseng
dc.description.tableofcontents3. Literature Revieweng
dc.description.tableofcontents4. Methodologyeng
dc.description.tableofcontents4.1. Methodseng
dc.description.tableofcontents4.2. Context and Participantseng
dc.description.tableofcontents4.3. Data Sources and Procedureseng
dc.description.tableofcontents4.3.1. Observationseng
dc.description.tableofcontents4.3.2. Interviewseng
dc.description.tableofcontents4.3.3. Stimulated Recalleng
dc.description.tableofcontents4.4. Multisensory Activitieseng
dc.description.tableofcontents4.5. Ethical Considerationseng
dc.description.tableofcontents4.6. Data Analysiseng
dc.description.tableofcontents4.6.1. The Design of Multisensory Activitieseng
dc.description.tableofcontents5. Findingseng
dc.description.tableofcontents5.1. Teacher and student’s motivationeng
dc.description.tableofcontents5.2. Teacher’s role towards dyslexiaeng
dc.description.tableofcontents5.3. Student - teacher interaction. (multisensory activities)eng
dc.description.tableofcontents6. Discussioneng
dc.description.tableofcontents6.1. Teacher´s role and motivationeng
dc.description.tableofcontents6.2. Student- teacher interaction and multisensory activities.eng
dc.description.tableofcontents7. Conclusionseng
dc.description.tableofcontents8. Referenceseng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8658
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programMaestría en Enseñanza del Inglés
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_f1cf
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsDyslexiaeng
dc.subject.keywordsMultisensory activitieseng
dc.subject.keywordsReading in englisheng
dc.subject.keywordsMotivationeng
dc.subject.proposalDislexiaspa
dc.subject.proposalActividades multisensorialesspa
dc.subject.proposalLectura en inglésspa
dc.subject.proposalMotivaciónspa
dc.titleThe use of a multisensory approach to promote reading in english in a child with dyslexiaeng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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