Proposal for a research protocol to foster reading acquisition in first-grade students with severe learning difficulties at the “Independencia” Federal Bilingual Primary School in Tlacoachistlahuaca, Guerrero.

Abstract

This applied and interventional research analyzes reading acquisition in first-grade students with Severe Learning Disabilities (SLD) at the "Independencia" bilingual primary school in Tlacoachistlahuaca, Guerrero. Faced with cognitive barriers such as a lack of phonological awareness and contextual challenges such as interference between Amuzgo (L1) and Spanish (L2), the study argues that a diversified teaching strategy promotes early literacy. The research defines the role of the Special Education Support Unit (USAER) specialist in designing reasonable neuropsychological and multisensory adjustments. Through theoretical and empirical methods, the research establishes and designs a proposed research protocol, transforming learning gaps into opportunities for inclusive and equitable learning.