Abstract
This research study explores the effectiveness of multisensory online games and flashcards in low performance English learners. This research was carried out in a state high school in Monteria with a focal group of ten students who were chosen under the parameter of being considered uninterested to learn English as a foreign language. To execute this project, an action research cycle was implemented. This piece of work is based in the conscious intervention of the researcher to prompt help students understand how grammar works, assist them to convey meaning while reading short written texts and split their workload into small quantities to achieve a short-term goal. Two main findings can be reported; first, students who were assisted with multisensory games perform better when reading. Second, the focal group improved their process of learning the English language. Third, there was evidence that the lack of reading skills and strategies might lead the teacher to think these learners can be facing a learning difficulty called dyslexia.
Details
Presentation Type
Theme
Education and Learning Worlds of Differences
KEYWORDS
Reading difficulties, Dyslexia, Inclusive practices, Multisensory, Online
