Intervention programme for children with dyslexia through multisensory methods: an inclusive design for Primary Education

Abstract

Dyslexia is a learning disorder of neurobiological origin with high prevalence in the school stage, characterized by difficulties in the accurate and fluent recognition of words, which negatively impacts academic performance and students' self-esteem. Despite advances toward inclusion, significant challenges persist in teacher training and in the application of effective methodologies. The study aimed to design an inclusive intervention program, based on multisensory methods, to improve phonological awareness and phoneme-grapheme association in third-grade Primary Education students with dyslexia. Projective research was conducted with a qualitative approach, based on an exhaustive documentary review and content analysis. The principles of design-oriented research were followed to structure a program into four progressive phases: teacher training, family training, student intervention, and final evaluation, integrating the Orton-Gillingham and Montessori approaches. The resulting program specifies target audience, timing, implementation process, and a set of multisensory activities to address different levels of phonological awareness, accompanied by a continuous and final evaluation plan using instruments such as the PROLEC-R test and the Rosenberg Self-Esteem Scale. The program constitutes a structured, evidence-based educational response that systemically addresses the needs of students with dyslexia, promotes school-family collaboration, and attends to both the academic and emotional aspects of learning.