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Using multisensory teaching strategies to improve students reading difficulties and their socio-emotional health

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dc.audience
dc.contributor.advisorRomero, Yanilis
dc.contributor.authorArroyo Durango, Ashley
dc.contributor.juryArango, Andres
dc.date.accessioned2024-01-30T16:07:38Z
dc.date.available2024-01-30T16:07:38Z
dc.date.issued2024-01-29
dc.description.abstractThis report describes my internship experience in the Bilingualism for Peace program carried out at the Cristobal Colon School, located in the southern area of the city of Monteria. This process was conducted at the beginners’ level. The objective of these practices was to help students with reading skills problems through planned lessons based on multisensory strategies and social-emotional learning. Providing students with different types of ways to learn comfortably and effectively by being exposed to activities where the different human senses are used. This allows for an enriching environment to learn more easily. Finally, this report describes the methodologies, results, conclusions, recommendations, and limitations of the whole internship process.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsACKNOWLEDGMENTS .............................................................. 4eng
dc.description.tableofcontentsABSTRACT.................................................................. 5eng
dc.description.tableofcontents1. INTRODUCTION .......................................................... 7eng
dc.description.tableofcontents2. PEDAGOGIES ............................... 10eng
dc.description.tableofcontents2.1 Multisensory Teaching Strategies (MTS)............................... 10eng
dc.description.tableofcontents2.2 Socio-Emotional Learning...................................... 12eng
dc.description.tableofcontents2.3 Reading ............................................................................ 14eng
dc.description.tableofcontents3. METHODOLOGIES ....................................... 17eng
dc.description.tableofcontents3.1 Duties Chart...................................... 20eng
dc.description.tableofcontents4. RESULTS ..................................... 22eng
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS ................... 31eng
dc.description.tableofcontents6. LIMITATIONS................................... 33eng
dc.description.tableofcontents7. REFERENCES .............................................. 34eng
dc.description.tableofcontents8. APPENDICES ............................. 36eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8147
dc.language.isoeng
dc.language.isospa
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.relation.referencesSimion, A. (2023, May 4). The impact of socio-emotional learning (SEL) on academic evaluation in higher education. Educatia 21, 24, 109–117. https://doi.org/10.24193/ed21.2023.24.11
dc.relation.referencesSubagja, S., & Rubini, B. (2023). Analysis of Student Learning Styles Using Fleming's VARK Model in Science Subject. JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS, 9(1), 31-39.
dc.relation.referencesSuparmi, S., Nurdianti, R., & Hidayat, R. (2017). Coping with reading difficulty using socio affective strategy. Atlantis Press Journal of Humanities, Social Sciences, and Education, 3(3), 159-165. https://archive.aessweb.com/index.php/5007/article/view/3245
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dc.relation.referencesWirajaya, G., Suganda, L., & Zuraida, Z. (2019, May 1). Indonesian students’ social-emotional competencies and their english academic achievement. Journal of Education and Learning (EduLearn), 13(2), 163–169. https://doi.org/10.11591/edulearn.v13i2.12160
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
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.keywordsMultisensory teaching strategies
dc.subject.keywordsSocial-emotional learning (SEL)
dc.subject.keywordsReading difficulties
dc.subject.keywordsBeginners students
dc.subject.keywordsBilingualism for peace
dc.subject.proposalEstrategias de aprendizaje multisensorial
dc.subject.proposalAprendizaje socio-emocional
dc.subject.proposalDificultades lectora
dc.subject.proposalEstudiantes principiantes
dc.subject.proposalBilinguismo por la paz
dc.titleUsing multisensory teaching strategies to improve students reading difficulties and their socio-emotional healthspa
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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