A Multisensory Approach to Enhance Autistic Learners' Reading Skills
Esta investigación-acción pretendía averiguar la utilidad de las lecciones basadas en la multisensorialidad para reforzar las destrezas lectoras de los autistas. Cuatro estudiantes autistas de un grupo de veintiséis alumnos de un colegio privado participaron en la puesta en práctica y evaluación de...
- Autores:
-
Pertuz Suarez, Angie Sugey
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/8742
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/8742
https://repositorio.unicordoba.edu.co
- Palabra clave:
- Metodo Multisensorial
Estudiantes Autistas
Lectura
Ingles
Multisensory approach
Autistic learners
Reading
English Language
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2024
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A Multisensory Approach to Enhance Autistic Learners' Reading Skills |
| title |
A Multisensory Approach to Enhance Autistic Learners' Reading Skills |
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A Multisensory Approach to Enhance Autistic Learners' Reading Skills Metodo Multisensorial Estudiantes Autistas Lectura Ingles Multisensory approach Autistic learners Reading English Language |
| title_short |
A Multisensory Approach to Enhance Autistic Learners' Reading Skills |
| title_full |
A Multisensory Approach to Enhance Autistic Learners' Reading Skills |
| title_fullStr |
A Multisensory Approach to Enhance Autistic Learners' Reading Skills |
| title_full_unstemmed |
A Multisensory Approach to Enhance Autistic Learners' Reading Skills |
| title_sort |
A Multisensory Approach to Enhance Autistic Learners' Reading Skills |
| dc.creator.fl_str_mv |
Pertuz Suarez, Angie Sugey |
| dc.contributor.advisor.none.fl_str_mv |
Romero, Yanilis |
| dc.contributor.author.none.fl_str_mv |
Pertuz Suarez, Angie Sugey |
| dc.contributor.researcher.none.fl_str_mv |
Pertuz, Angie |
| dc.contributor.jury.none.fl_str_mv |
Aguas Castillo, Pedro Pablo |
| dc.subject.proposal.none.fl_str_mv |
Metodo Multisensorial Estudiantes Autistas Lectura Ingles |
| topic |
Metodo Multisensorial Estudiantes Autistas Lectura Ingles Multisensory approach Autistic learners Reading English Language |
| dc.subject.keywords.none.fl_str_mv |
Multisensory approach Autistic learners Reading English Language |
| description |
Esta investigación-acción pretendía averiguar la utilidad de las lecciones basadas en la multisensorialidad para reforzar las destrezas lectoras de los autistas. Cuatro estudiantes autistas de un grupo de veintiséis alumnos de un colegio privado participaron en la puesta en práctica y evaluación de varias lecciones. Se llevó a cabo un ciclo de investigación-acción de cinco semanas en el que se enseñó a los alumnos vocabulario, se identificaron las ideas principales y las palabras clave de un texto para ayudarles a leer mejor. Los resultados mostraron que los estudiantes autistas tienden a tener un mejor rendimiento cuando los profesores se centran en actividades multisensoriales para ayudarles en su proceso de aprendizaje del inglés. Utilizar varios sentidos durante el aprendizaje ayuda a los alumnos autistas a comprender y recordar la información con mayor eficacia. Este enfoque es especialmente beneficioso en los ejercicios de lectura, ya que los hace más fáciles y accesibles. |
| publishDate |
2024 |
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2024-11-16T15:08:26Z |
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2024-11-16T15:08:26Z |
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2024-11-15 |
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Trabajo de grado - Maestría |
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info:eu-repo/semantics/masterThesis |
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Universidad de Córdoba |
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Repositorio Institucional Unicórdoba |
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https://repositorio.unicordoba.edu.co |
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https://repositorio.unicordoba.edu.co/handle/ucordoba/8742 https://repositorio.unicordoba.edu.co |
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eng |
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eng |
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American Psychiatric Association. (2014). DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed Editora. Adams, M., & Bruce, B. (1982). Background knowledge and reading comprehension. Reader meets author: Bridging the gap, 13, 2-25. Baron-Cohen, S. (2012). Autism and the technical mind. Scientific American, 307(5), 72-75. Baron-Cohen, S., Meng-Chuan, L. & Lombardo, M. (2013). Autism. The lancet, volume 383. Benítez, T., Barletta, N., Chamorro, D., Mizuno, J., & Moss, G. (2018). Reading and writing across the curriculum. In Perspectives from systemic functional linguistics, p. 249-268. Routledge. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Calvo, G. (2013). La Información de Docentes para la Inclusión educativa. Retrieved from:http://www.scielo.edu.uy/pdf/pe/v6n1/v6n1a02.pdf Carnahan, C. R., Williamson, P. S., & Christman, J. (2011). Linking cognition and literacy in students with autism spectrum disorder. Teaching Exceptional Children, 43(6), 54-62. Celik Korkmaz, S., & Karatepe, C. (2018). The Impact of Multi-Sensory Language Teaching on Young English Learners' Achievement in Reading Skills. Novitas-ROYAL (Research on Youth and Language), 12(2), 80-95. Cline, F., Johnstone, C., & King, T. (2006). Focus Group Reaction to Three Definitions of Reading (as Originally Developed in Support NARAP Goal 1). Minneapolis, M.N.: National Accessible Reading Assessment Project. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education, Inc. Creswell, J. W., & Tashakkori, A. (2007). Differing perspectives on mixed methods research. Journal of mixed methods research, 1(4), 303-308. Cuetos, F. (1990). Psicología de la lectura (Diagnóstico y tratamiento). Escuela Española, Madrid. Dalecki, C. G. (2007). Improving letter and Word recognition using a multisensory approach. [Doctoral dissertation], SUNY College at Brockport. Danesh, E. (2005). Learning disabilities: theories, diagnosis and teaching strategies. Translated from Learner, J. (1997). Shahid Beheshti University Publications, Tehran, (In Persian). Davidson, M. M., & Ellis Weismer, S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. Journal of autism and developmental disorders, 44, 828-845. DeMarrais, K. (2004). Elegant communications: Sharing qualitative research with communities, colleagues, and critics. Qualitative inquiry, 10(2), 281-297. De Zarobe, Y. R., & De Zarobe, L. R. (Eds.). (2011). La lectura en lengua extranjera. Portal Editions. Díaz, C. P. (2020). Estrategias de lectura para la enseñanza de las habilidades lectoras en las personas con TEA de alto funcionamiento. MLS Educational Research (MLSER), 4(1), 57-72. Etchepareborda, M., Abad-Mas, L., & Pina, J. (2003). Estimulación multisensorial. Revista de neurología, 36(1), 122-128. Falzon, R., Calleja, C., & Muscat, C. (2011). Structured multisensory techniques in reading and learning patterns-some considerations. UTE Teaching & Technology (Universitas Tarraconensis), (2), 51-71. Ferrance, E. (2000). Action research. LAB, Northeast and Island Regional Education Laboratory at Brown University. Frith, U. (1989). A new look at language and communication in autism. International Journal of Language & Communication Disorders, 24(2), 123-150. Fons, M. (2006). Leer y escribir para vivir. Graó: Barcelona. General Law of Education (1994). Law 115. Colombia, february 8th from 1994. Retrieved from: :http://www.secretariasenado.gov.co/senado/basedoc/ley_0115_1994.html Gomez, L,R. (2002). Análisis de los métodos didácticos en la enseñanza. Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, (32), 261-334.Retrieved from: file:https://1library.co/document/yj7e3opy-analisis-de-los-metodos-didacticos-en-la-ensenanza.html Ha, S., Sohn, I. J., Kim, N., Sim, H. J., & Cheon, K. A. (2015). Characteristics of Brains in Autism Spectrum Disorder: Structure, Function and Connectivity across the Lifespan. Experimental neurobiology, 24(4), 273–284. Herranz Pinacho, L. (2016). Estimulación multisensorial con TEA: una propuesta de intervención basada en experimentos científicos en Educación Infantil. [Bachelor's thesis], Universidad de Valladolid, España. Hildreth, E., & MacDougall, F. (2013). U.S. Patent No. 8,555,207. Washington, DC: U.S. Patent and Trademark Office. Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching reading in an inner city school through a multisensory teaching approach. Annals of Dyslexia, 52, 229-242. Jubran, S. (2012). Using a Multisensory Approach for Teaching English skills and its Effect on Students achievement at Jordanian schools. European Scientific Journal, 8(22). Kemmis, S. (2009). Action research as a practice‐based practice. Educational action research, 17(3), 463-474. Kemmis, S., & Taggart, R. (1988). The Action Planner (Geelong, Deakin University Press). Kincheloe, J. L. (2008). Critical pedagogy primer (Vol. 1). Peter Lang. Leu, D. J., & Kinzer, C. K. (1987). Effective reading instruction in the elementary grades. Merrill Publishing Company. Lerner, J. W. (1993). Learning disabilities: Theories, diagnosis, and teaching strategies (6th ed.). Boston: Houghton Mifflin. Lotter, V. (1966). Epidemiology of autistic conditions in young children. Social psychiatry, 1(3), 124-135. Maye, M. P., Kiss, I., & Carter, A. S. (2017). Definitions and classification of autism spectrum disorders. Autism spectrum disorders: Identification, education, and treatment, 1-23. Medina Rodríguez, I. (2013). Proyecto de inclusión de estudiantes con discapacidad cognitiva. [Master’s thesis], Universidad de Tolima, Tolima. Merino Checa, S. (2015). Estimulación basal y multisensorial en niños plurideficientes. Propuesta de actividades. [Bachelor's thesis], Universidad de Valladolid, España. Merriam, S. B. (2015). Qualitative research: Designing, implementing, and publishing a study. In Handbook of research on scholarly publishing and research methods, p. 125-140. MinSalud. (2013). Law 1610. Retrieved from: http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/2013/LEY%201618%20DEL%2027%20DE%20FEBRERO%20DE%202013.pd. Moghadam, A. S., Karami, M., & Dehbozorgi, Z. (2015). Second language learning in autistic children compared with typically developing children: “Procedures and Difficulties”. Ανακτήθηκε στις, 30(1), 2015. Mostafa, A. A. (2018). Investigating the Effect of Multisensory Approach on Improving Emergent Literacy Skills in Children with Autism Disorder. International Journal of Psycho-Educational Sciences, 7(1), 94-99. Moustafa, A., & Ghani, M. Z. (2016). The Effectiveness of a Multi Sensory Approach in Improving Letter-Sound Correspondence among Mild Intellectual Disabled Students in the State of Kuwait. Journal of Education and Practice, 7(32), 151-156. Musfiroh, A. (2014). An Effort to improve Reading Comprehension through Round table Technique(A Classroom Action Research at Eighth Grade Students of SMP Muhammadiyah 2 KarangPucung in Academic Year 2013/2014). Muttaqin, M. Z (2019). Improving students TOEFL score in Reading by using Reading Comprehension application. Naser-Marco, N. (2017). El enfoque multisensorial en el aprendizaje del idioma inglés [Bachelor's thesis], Universidad Internacional de La Rioja, España. Noble, H., & Smith, J. (2014). Qualitative data analysis: a practical example. Evidence-Based Nursing, 17(1), 2-3. Ngong, A. A. (2019). Effectiveness of multisensory learning approach in teaching reading to pupils with dyslexia in ordinary primary schools in Bamenda III Sub Division, Mezam Division, of the North West Region of Cameroon. International Journal of Trend in Scientific Research and Development, 3(5), 915-924. OCDE, M. D. E. (2006). Análisis de PISA para el Desarrollo: Lectura, Matemáticas y Ciencias. Parra, L. (2021). The Effects of Multisensory Approach in the Development of the Reading Comprehension Skill. Proceedings of INTCESS, 2021(8th). Patarroyo, L. (2011). La enseñanza del inglés en tiempos del plan nacional de bilingüismo en algunas instituciones públicas: Factores lingüísticos y pedagógicos. Colombian applied linguistics journal, 13(2), 74-87. Perez, L., Guillen, A., Perez, M. I., Jimenez, I and Bonilla, M.J. (sf). La atención educativa al alumnado con trastorno del espectro autista. Retrieved from: https://www.guiadisc.com/wp-content/uploads/Autismo-guia-de-atencion-educativa.pdf Perry, F. (2005). Research in applied linguistics. US. Lawrence Erlbaum Associates, Inc. Preston, L.D. (1998). Multisensory approaches to reading. Retrieved from http://www.med.ufl.edu/mdtp/resources/MultisensoryReading.htm. Reisener, C., Lancaster, A., McMullin, W., & Ho, T. (2014). A preliminary investigation of evidence-based interventions to increase oral reading fluency in children with autism. Journal of Applied School Psychology, 30(1), 50-67. Sandoval Martínez, J. E. (2018). Impacto del método multisensorial Orton-Gillingham en el proceso lecto-escrito de estudiantes con necesidades educativas especiales que cursan primer grado en el Instituto José Antonio Galán, Floridablanca (Santander). [Master’s thesis], Universidad autónoma de Bucaramanga, Bucaramanga. Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in cognitive sciences, 12(11), 411-417. Shahni Yeylagh, M., Karami, J., Shokrkon, H., & Mehrabizadeh Honarmand, M. (2003). Comprehensive investigation of spelling disabilities in boy and girl students in primary schools of Ahvaz and effects of multi-sensory therapy in reducing their spelling learning disabilities. Journal of Educational Sciences and Psychology, 9(3). Simbaña Lincango, T. P. (2017). Estimulación multisensorial para desarrollo de destrezas socio afectivas en las niñas/niños de Educación Inicial del Subnivel 2 con discapacidad intelectual de la Escuela Fiscal de Educación Especial y Rehabilitación EFEER, del sector de la Jipijapa-El Inca durante el periodo lectivo 2016-2017. [Master's tesis], Quito: UCE. Stephenson, J., & Carter, M. (2011). Use of multisensory environments in schools for students with severe disabilities: Perceptions from schools. Education and Training in Autism and Developmental Disabilities, 276-290. Stuart, M., & Stainthorp, R. (2015). Reading development and teaching. Sage. Swedo, S. (2009). Report of the DSM-V neurodevelopmental disorders work group. American Psychiatric Association. Syahputri, D. (2019). The Effect of Multisensory Teaching Method on The Students’ Reading Achievement. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(1), 124-131. Theresia, N., & Recard, M. (2021). Applying multisensory approach to promote engagement in primary English home-based learning. ELTR Journal, 5(2), 105-119. Thorpe, H., & Borden, K. (1985). The effect of multisensory instruction upon the on-task behaviors and word reading accuracy of learning disabled children. Journal of Learning Disabilities, 18(5). UNICEF (2001). Niños y Niñas con Discapacidad. Retrieved from:https://www.unicef.org/sowc2013/files/SPANISH_SOWC2013_Lo_res.pdf Velásquez Gómez, J. (2015). Diseño de un espacio sensorial para niños con y sin discapacidad. [Master's thesis], Universidad EAFIT, Medellín. Vickery, K. S., Reynolds, V. A., & Cochran, S. W. (1987). Multisensory teaching approach for reading, spelling, and handwriting, Orton-Gillingham based curriculum, in a public school setting. Annals of Dyslexia, 37, 189-200. Williams, D., Botting, N., & Boucher, J. (2008). Language in autism and specific language impairment: Where are the links?. Psychological bulletin, 134(6), 944. Wing, L. (1995). Autistic spectrum disorders:an aid to Diagnosis. Oxford: Oxford University Press. Wire, V. (2005). Autistic spectrum disorders and learning foreign languages. Support for Learning, 20(3), 123-128. Yin, R. K. (2011). Applications of case study research. sage. |
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Romero, Yanilisfc9bf947-3af5-47fa-8983-3699f16ab9f2600Pertuz Suarez, Angie Sugeybb378317-3e98-4647-8b6e-23a73bcdc2fb-1Pertuz, AngieAguas Castillo, Pedro Pablo086357d5-eb02-458d-b05a-31ed45ea876c6002024-11-16T15:08:26Z2024-11-16T15:08:26Z2024-11-15https://repositorio.unicordoba.edu.co/handle/ucordoba/8742Universidad de CórdobaRepositorio Institucional Unicórdobahttps://repositorio.unicordoba.edu.coEsta investigación-acción pretendía averiguar la utilidad de las lecciones basadas en la multisensorialidad para reforzar las destrezas lectoras de los autistas. Cuatro estudiantes autistas de un grupo de veintiséis alumnos de un colegio privado participaron en la puesta en práctica y evaluación de varias lecciones. Se llevó a cabo un ciclo de investigación-acción de cinco semanas en el que se enseñó a los alumnos vocabulario, se identificaron las ideas principales y las palabras clave de un texto para ayudarles a leer mejor. Los resultados mostraron que los estudiantes autistas tienden a tener un mejor rendimiento cuando los profesores se centran en actividades multisensoriales para ayudarles en su proceso de aprendizaje del inglés. Utilizar varios sentidos durante el aprendizaje ayuda a los alumnos autistas a comprender y recordar la información con mayor eficacia. Este enfoque es especialmente beneficioso en los ejercicios de lectura, ya que los hace más fáciles y accesibles.This action research aimed to find out the usefulness of multisensory-based lessons to strengthen autistic reading skills. Four Autistic students from a group of twenty-six students from a private school participated in the implementation, and assessment of several lessons. An action research cycle of five weeks was implemented while students were taught vocabulary and identified the main ideas, and keywords of a text to help them do better while reading. Outcomes showed that autistic students tend to have better performance when teachers target multisensory activities to assist their English language learning process. Engaging multiple senses during learning helps students with autism understand and recall information more effectively. This approach is particularly beneficial in reading exercises, making them easier and more accessible.AbstractIntroductionTheoretical frameworkMultisensory methodologyAutismReadingLiterature reviewMethodologyResearch designContext and ParticipantsResearcher’s roleData collectionEthical considerationsData analysisUnit Intervention stageFindingsDiscussion of findingsConclusionsReferencesAppendix 1. Interview 1Appendix 2. Interview 2Appendix 3. Teachers interviewAppendix 4. Teachers interviewAppendix 5. Observation sheetAppendix 6. Lesson planMaestríaMagíster en Enseñanza del InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CordobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaMaestría en Enseñanza del InglésCopyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2A Multisensory Approach to Enhance Autistic Learners' Reading SkillsTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAmerican Psychiatric Association. (2014). DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed Editora.Adams, M., & Bruce, B. (1982). Background knowledge and reading comprehension. Reader meets author: Bridging the gap, 13, 2-25.Baron-Cohen, S. (2012). Autism and the technical mind. Scientific American, 307(5), 72-75.Baron-Cohen, S., Meng-Chuan, L. & Lombardo, M. (2013). Autism. The lancet, volume 383.Benítez, T., Barletta, N., Chamorro, D., Mizuno, J., & Moss, G. (2018). Reading and writing across the curriculum. In Perspectives from systemic functional linguistics, p. 249-268. Routledge.Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.Calvo, G. (2013). La Información de Docentes para la Inclusión educativa. Retrieved from:http://www.scielo.edu.uy/pdf/pe/v6n1/v6n1a02.pdfCarnahan, C. R., Williamson, P. S., & Christman, J. (2011). Linking cognition and literacy in students with autism spectrum disorder. Teaching Exceptional Children, 43(6), 54-62.Celik Korkmaz, S., & Karatepe, C. (2018). The Impact of Multi-Sensory Language Teaching on Young English Learners' Achievement in Reading Skills. Novitas-ROYAL (Research on Youth and Language), 12(2), 80-95.Cline, F., Johnstone, C., & King, T. (2006). Focus Group Reaction to Three Definitions of Reading (as Originally Developed in Support NARAP Goal 1). Minneapolis, M.N.: National Accessible Reading Assessment Project.Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education, Inc.Creswell, J. W., & Tashakkori, A. (2007). Differing perspectives on mixed methods research. Journal of mixed methods research, 1(4), 303-308.Cuetos, F. (1990). Psicología de la lectura (Diagnóstico y tratamiento). Escuela Española, Madrid.Dalecki, C. G. (2007). Improving letter and Word recognition using a multisensory approach. [Doctoral dissertation], SUNY College at Brockport.Danesh, E. (2005). Learning disabilities: theories, diagnosis and teaching strategies. Translated from Learner, J. (1997). Shahid Beheshti University Publications, Tehran, (In Persian).Davidson, M. M., & Ellis Weismer, S. (2014). 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