The Art as an Active Strategy for Dyslexia Intervention: A Rhythmic–Visual–Motor Case Study
Journal
Journal of Educational and Social Research
Date Issued
2026-05-05
Author(s)
Carvache-Franco, Orly
Realpe-Cabrera, Iván
Type
Article
Abstract
Dyslexia remains a persistent challenge for teaching practice, requiring inclusive and effective pedagogical approaches. This study explores the use of art as an active methodology for dyslexia intervention through an exploratory single-case design. A four-month program integrating rhythmic, visual, and motor activities was implemented with an 11-year-old child diagnosed with dyslexia and attention-related difficulties. Reading performance was assessed using the PROLEC-R test at two points (pretest and posttest), analyzing subprocesses such as accuracy, speed, and comprehension. The results showed improvements in decoding, word and pseudoword reading, text comprehension, and reading speed, accompanied by a moderate-to-large within-case effect size (d = 0.81). However, limited progress was observed in letter naming and grammatical structures. These findings suggest that a multicomponent artistic intervention may contribute to improvements in reading subprocesses by engaging cognitive, sensory, and emotional dimensions. Nevertheless, given the single-case design, the results should be interpreted as exploratory and not generalizable. The study highlights the potential of art-based active methodologies as a complementary strategy in inclusive education contexts and underscores the need for further research with larger samples and controlled designs. © 2026 Zurita-Álava et al .