El enfoque multisensorial en la enseñanza de los grafemas s, c y z en estudiantes de segundo grado de educación general básica la Unidad Educativa Comunitaria Intercultural Bilingüe “Pueblo Kisapincha”

Abstract

The present study analyzes the effectiveness of using the multisensory approach in teaching the graphemes s, c, and z to second-grade students of Basic General Education at the Intercultural Bilingual Community Educational Unit Pueblo Kisapincha. The study was conducted at a descriptive level, using bibliographic and field modalities, adopting a qualitative–quantitative approach and a pre-experimental design. The population consisted of eight students who participated in the administration of a pretest and a posttest aimed at evaluating their writing and correct use of the aforementioned graphemes. Additionally, a checklist was used to record student progress through the implementation of a multisensory approach during the teaching process. This research is framed within the line of social and educational behavior. The results showed that, prior to the intervention, 75% of the students were at the beginning level of learning, while 25% were at the in-progress level. After implementing the multisensory approach, the beginning level was completely reduced; consequently, 25% of the students reached the in-progress level, and 75% achieved the mastery level, demonstrating significant improvement in their command of the graphemes. It is concluded that applying a multisensory approach strengthens learning by engaging various sensory channels and addressing the learning styles of students who are in the initial stages of literacy development.