Guidance guide for teachers of students with possible dyslexia in Basic Education

Abstract

Introduction: This study addresses the development of a guide for the detection of students with possible dyslexia, a specific learning disorder that affects the teaching process, aimed at teachers at the Miguel Ángel León Pontón educational unit in Riobamba, Ecuador. Materials and methods: Through a mixed approach in the evaluation phase, structured surveys were conducted with teachers and students to determine prior knowledge; in the sensitization phase, workshops on dyslexia were held and concluded with a verification stage. Results: Initial results from applying the survey show that between 50 and 65% of students have difficulties in areas such as reading, writing, spelling, attention and participation, which highlights the importance of strategies for timely intervention. Discussion: In this way, a methodological guide validated by experts is proposed, which proved to be effective in improving teachers' knowledge according to the results of the pre and post tests of the workshops with a statistically significant difference Wilcoxon p 0.049. Conclusions: Dyslexia is considered a learning disorder that significantly affects students' academic performance and emotional well-being. Teachers lack understanding of the topic; in fact, a late or erroneous diagnosis can be detrimental to the teaching-learning process.