Zurita Álava, Susana

Preferred name
Zurita Álava, Susana
Main Affiliation
Ambato

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    Item type:Publication,
    Qualitative and Quantitative Pathways in Educational Research: A Systematic Review
    (2024)
    Mora Rosales, José  
    ;
    Zurita Álava, Susana  
    ;
    Yánez Rueda, Hugo  
    ;
    Becerra García, Eulalia  
    The present study aimed to know the qualitative and quantitative paths in educational research A methodology of a systematic review (RS) of literature of basic type was used, descriptive exploratory study of diverse publications with both qualitative and quantitative approaches, resulting from thorough and procedural research, in various databases of recognized quality such as Scopus, Google Scholar and Dialnet As results after the application of the PRISMA flowchart and the verification of the inclusion and exclusion criteria, 20 documents were analyzed in both English and Spanish, published between 2019 and 2023. As a conclusion, it was specified that the qualitative and quantitative paths in educational research are directed towards innovative, reflective, collaborative and critical thinking research. Likewise, educational researchers should be prepared in conceptual, procedural, attitudinal and functional terms to face the emerging challenges, as a consequence of the dynamic and changing situation of the needs and expectations of world society.
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    Item type:Publication,
    The Art as an Active Strategy for Dyslexia Intervention: A Rhythmic–Visual–Motor Case Study
    (Richtmann Publishing, 2026-05-05)
    Zurita Álava, Susana  
    ;
    Núñez-Naranjo, Aracelly Fernanda  
    ;
    Carvache-Franco, Orly
    ;
    Realpe-Cabrera, Iván
    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 .