Browsing by Author "Gavilanes Lopéz, Lysbeth Stefanny"

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    “English pre-service teachers’ perceptions on multisensorial and phonics strategies in teaching English to a young dyslexic student: a case study”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Gavilanes Lopéz, Lysbeth Stefanny; Paucar Quishpe, Katherine Michelle; Abata Checa, Fanny Mercedes
    The study analyzed English pre-service teachers’ perceptions of multisensory and phonics-based strategies used to teach English as a foreign language to a 7-year-old learner diagnosed with dyslexia, considering their relevance for inclusive education in diverse learning contexts. Methodology: A qualitative descriptive action-research design was implemented in Latacunga (Ecuador) with two final-semester pre-service teachers who delivered a 16-hour intervention over four weeks. Evidence was collected through reflective journals, a semi-structured interview, analysis of lesson plans and teaching resources, and brief learner questionnaires, and it was examined through thematic analysis and source triangulation. Results: Constraints were identified related to emotional and attentional fluctuations, specific pronunciation difficulties, and distractors in the home setting; at the same time, consistent benefits were reported for multisensory and phonics practices, particularly through flashcards, tracing activities, worksheets, and songs. The ECRIF sequence supported documentation of perceived gains in participation, vocabulary retrieval, guided writing practice, and willingness to produce practiced structures. Conclusions: The intervention showed that sequentially organized multisensory and phonics strategies, supported by visual and tactile scaffolds, were perceived as feasible and useful for sustaining learning in this dyslexia case; however, continuous adjustment of environmental management and emotional support was required, and further research with additional cases and complementary measures was recommended