Browsing by Author "Bernal Arellano, Walter Marcelo"

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A preliminary response of the Faculty of Psychology students of the University of Cuenca to the modified EFL teaching approach
(2017) Bernal Arellano, Walter Marcelo; Feyen, Jan
English teachers in Ecuadorian universities, like teachers in many non-native English-speaking countries, face the challenge of dealing with uninterested, unmotivated students, even when intermediate proficiency of English is a basic requirement for graduation. As from the end of 2014, the Faculty of Psychology of the University of Cuenca modified the English as a Foreign Language (EFL) instruction at the three proficiency levels of English learning, by linking the training in reading to the reading of major related material and stimulating the students to practice actively the four English language skills outside the classroom using the website and video hosting sites. At the end of 2016, the students’ impressions of being exposed to the modified way of student-centered instruction were assessed using a questionnaire. A total of 106 students completed online the 10-question survey. Results showed the enthusiasm of the students towards the modified more dynamic and interactive mode of EFL instruction; appreciated that more autonomy and responsibility were given to the students, and suggested that focus on grammar should not be neglected. An important side effect of the approach was the indirect harnessing of listening, writing, reading, and speaking skills as well as skills in the reading and analysis of thematic research papers; considered an important benefit for the thesis project.
Design, production, application and analysis of task-based teaching material for beginner hospitality students at the university of Cuenca
(2016) Clavijo Encalada, Clara Cecilia; Bernal Arellano, Walter Marcelo
Design, Production, Application and Analysis of Task-Based teaching material is the focus of this research work. This topic emerged from the factual statement that there isn´t material to suit students´ expectations on language acquisition in the career students are pursuing at the School of Hospitality at a University located in Cuenca – Ecuador. The various texts used in English classes come from other countries developed by expert linguists, but focused on culture, customs and traditions from other places. This research work is aimed on designing, producing, applying and analyzing an end product which provides participants with topics to promote the Ecuadorian culture, customs and traditions. English language is the means by which students ought to be trained to become ambassadors of their cultural background. To determine validity of the application of tasks which implies ´´getting hands-on activities´´, a mixed mode research (MMR) was applied which required a quantitative and qualitative analysis of the tasks used. The results obtained were satisfactory; however, the main constraint was the lack of structure which, indeed, many proponents have argued about this drawback. Design, Production, Application of Task-Based Language Teaching (TBLT) serves as a model of how English academics can create, implement and determine the essential features of Task-Based Language teaching materials to suit participants´ needs and wants.
Dificultades y malestares físicos al leer en estudiantes de la Universidad de Cuenca
(2018) Bermeo Cevallos, Sofía Samantha; Coello Erráez, Fabiola Elizabeth; Galarza Parra, Jhessenia Natalia; Bernal Arellano, Walter Marcelo
Irlen Syndrome is a perceptual distortion, which includes the symptoms of visoperceptuals difficulties and physical discomfort, which can hinder the adequate development of reading, considered as an important tool at Academic Level, especially in college students. Therefore, this descriptive investigation with a quantitative, non-experimental approach aimed to describe perceptual difficulties and physical dislikes when reading in university students. Participants were 641 students from the different faculties of the University of Cuenca, selected in an incidental way from approximately 15,913 students. The instruments used were a sociodemographic survey and the Perceptual scale of reading Irlen (PSRI), Section1. Data processing was carried out through the SPSS, and for the analysis of the information, techniques and procedures of the descriptive statistic were used. Results show that participants have a slight level of DVP and MF when reading, which represents a. 5% incidence in each variable; However, 58.7% of the sample presents DVP suspicion as well as a 51.6% MF suspicion when reading. It is concluded that Irlen Syndrome incidence is .10% of the studied population on a slight level, that is, 6 of the 641 participants. It is recommended to carry out new research with university populations by taking into consideration other variables such as personality factors and conditions of application of the instrument.
Dislexia, déficit de atención/hiperactividad o Síndrome Irlen
(2015) Bernal Arellano, Walter Marcelo
The objective of this study wasto identify the most common visual perceptual distortions (VPD), and physical discomfort (PD) that affect reading in third grade children of public and private Cuenca urban schools, and compare with the table of common characteristics of Irlen Syndrome, Dyslexia, and Attention Deficit/Hyperactivity(RST), proposed by Ronda Stone (2003). Two hundred and sixty-seven third graders, as well as directors and classroom teachers participated in this study. Children were assessed through observations, interviews and applying five tests of the Irlen Reading Perceptual Scale (IRPS®). The most common visual perceptual distortions (VPD) identified were: i) the need of using the finger or marker while reading (37.59%); ii) choppy or slow reading (33.08%); iii) making effort to stay focused on the words (28.95%); iv) avoiding reading or reading aloud (27.89%), and v) having trouble remembering what was read (19.92%). The most common physical discomforts (PD) were: i) moving closer to or further from the page (19.17%); ii) discomfort when reading under fluorescent lights (18.05%); iii) blinking very often (14.66%); and iv) pain, burning of the eyes while reading (12.78%) among others. The most common Visual Perceptual Distortions and Reading Physical Discomfort were identified for severe ranges and compared with RST.The signs and symptoms found correspond to the Irlen Syndrome rather than Dyslexia, Attention Deficit/Hyperactivity
El inventario de funcionamiento ejecutivo para niños (CHEXI): evidencia sicométrica en una muestra de escolares ecuatorianos
(2024) Tacuri Reino, René David; Arias Medina, William Paúl; Bernal Arellano, Walter Marcelo
The Childhood Executive Functioning Inventory (CHEXI) is a widely used test in educational settings to identify deficits in Executive Functions (EF). This study aimed to adapt and evaluate the Spanish version of CHEXI in a sample of participants from Ecuador (n = 467). The study measured understanding using slightly different versions of the instrument, one initially administered to 373 participants and another with three item changes used to assess 144 new participants. Cronbach’s alpha (α) and McDonald’s omega (ω) were used to assess internal consistency. Absolute (χ²/df) and incremental fit indices (CFI, TLI, SRMR, RMSEA) evaluated construct validity. The two-factor structure of CHEXI (Working Memory and Inhibition) was successfully replicated, demonstrating a good fit and high internal consistency. The Spanish version, with the two first-order correlated factors and modifications in items 10, and 22, was deemed suitable for assessing EF in children aged 8 to 12. We found that modifying the statements improved the instrument’s psychometric properties for Ecuador.
Habilidades de lectura en niños con síndrome de Irlen
(2024) Bernal Arellano, Walter Marcelo; Tacuri Reino, René David
Visual perceptual distortions and physical discomfort that cause difficulties in reading are some of the characteristics of Irlen syndrome. This study examined if students with Irlen syndrome, assessed with different reading tasks, present differences in reading skills when compared to those without the condition. Participants were 110 fourth and fifth graders (mean age = 8.6 years), 55 with Irlen syndrome (ISG group) and 55 without the syndrome (control group). Researchers applied the Irlen Reading Perceptual Scale to evaluate the Irlen Syndrome and the PROLEC-R Test to assess reading processes. The results showed significant group differences in Word Reading, Pseudoword Reading, Punctuation Marks, Sentence, and Text Comprehension. Oral comprehension in the auditory modality was not significantly different, which would support the idea that Irlen syndrome seems to be related to visual sensory processes. In conclusion, participants with Irlen syndrome presented impaired reading processes that might affect overall visual comprehension but not oral reading comprehension.
Inteligencia emocional en estudiantes de primer y último ciclo de la carrera de psicología periodo 2023-2024
(Universidad de Cuenca, 2024-09-09) Pasaco Romero, Erika Paulina; Pacheco Mocha, Christian Anibal; Bernal Arellano, Walter Marcelo
Emotional intelligence is the ability to understand, accept, and guide our emotions appropriately, favors the correct management of social, academic, and work skills, and prevents the presence of disruptive behaviors, anxiety, depression, stress, and consumption of substances. The need to manage Emotional Intelligence skills becomes imperative in all professions, and much more so in those where we work with emotional or cognitive and behavioral problems of people going through a situation of vulnerability, such as in Psychology. The objective of this descriptive quantitative study, with a non-experimental design and cross-sectional design, is to describe the dimensions of Emotional Intelligence in students in the first and last cycle of the psychology degree using a population of 233 students. The Wong-Law Emotional Emotional Inteligence scale (WLEIS-S), a Spanish version, and a sociodemographic survey were applied. The results reveal that in psychology students at the University of Cuenca, the dimension of Interpersonal Perception has higher scores in the ninth cycle. However, Emotional Regulation shows a lower score in the first cycle, suggesting the presence of difficulties in the constructive management of emotions. Furthermore, when considering sociodemographic variables, such as age, gender, and place of origin, differences are observed in the EI scores in the two groups.
Irlen Syndrome Incidence in Cuenca-Ecuador
(2015) Bernal Arellano, Walter Marcelo; Tosta, Sandra
The objective of this study was to determine the prevalence of Irlen Syndrome (also known as Meares- Irlen Syndrome/Visual Stress (MISViS)/Scotopic Sensitivity Syndrome), and identify the most common physical and visual perceptual discomfort that affects reading in third-grade children of public and private Cuenca urban schools. Two hundred and sixty-seven third graders, as well as directors, parents, and classroom teachers, participated in this study. Children were assessed through observations, interviews, and by applying five tests of the Irlen Reading Perceptual Scale (IRPS®). The prevalence of “severe” Irlen Syndrome in third graders of elementary schools in Cuenca is 25,84%, which may prevent the normal development of the reading process. The most common physical discomforts (PD) when reading were: i) moving closer to or further from the page (19,17%); ii) discomfort when reading under fluorescent lights (18,05%); iii) blinking very often (14,66%); iv) pain, burning of the eyes while reading (12,78%). Within the most common visual perceptual distortions (VPD) identified are: i) the need of using the finger or a marker while reading (37,59%); ii) choppy or slow reading (33,08%); iii) making effort to stay focused on the words, (28,95%); iv) avoiding reading or reading aloud (27,89%), v) having trouble remembering what was read (19,92%) among others. It was concluded that the prevalence of “severe” Irlen Syndrome in Cuenca urban schools that would warrant possible intervention is 25,84%; the most common visual perceptual distortions and physical discomfort when reading were also identified in this study group.
La relación del logro de la lectura con la lateralidad, el movimiento ocular sacádico y el color en los niños
(2018) Bernal Arellano, Walter Marcelo; Tacuri Reino, René David; Buñay Andrade, Roman Mauricio
Several authors consider reading an important activity in school, professional and personal life. Perceptual processes, hemispheric lateralization, vision and phonological awareness are factors that intervene in reading skills that can influence the way oflearning. This study aimed to evaluate the effect of the use of Irlen color transparencies on the quality of ocular follow-up during reading and the possible relationship with laterality. Participants werefifty-three (53) children, 6 and 7 years old, respectively 32 children with Irlen Syndrome (IS) or visual stress and 21 children as the reference group. All children were subjected to a series of visual standard tests to assess color blindness (Ishihara test), neuropsychological maturity (CUMANES test), Irlen syndrome (IRPS test1) and rapid eye movement (K-D test2). Research results reveal that reading capacity is not related to laterality, the use of color significantly improves the perceptual process of reading, and differences in reading attainment is noteworthy between children with Irlen and children without Irlen syndrome. New studies are suggested to consider the effect of attentional abilities, phonological awareness, and verbal memory in reading.
Niveles de inteligencia emocional en estudiantes que cursan octavo de educación general básica y segundo de bachillerato de la Unidad Educativa Remigio Romero y Cordero, septiembre 2024-febrero 2025
(Universidad de Cuenca, 2025-02-17) Reyes Orellana, Luis Carlos; Sangurima González, Ana Belén; Bernal Arellano, Walter Marcelo
Emotional Intelligence (EI), widely researched for its relevance to the holistic development of individuals. This quantitative, non-experimental, cross-sectional study aimed to describe the EI levels of 75 students from the eighth grade of elementary education and the second year of high school Remigio Romero y Cordero during the 2024-2025 academic period. A sociodemographic form and the BarOn ICE: NA Emotional Intelligence Inventory were used as instruments. The results indicate that 60% of participants have adequate EI, 16% display high levels, 16% show low levels, 5.33% are deficient, and 2.67% exhibit deficient emotional capacity. No significant differences were found in EI levels based on academic level, gender, age, or religion. However, family relationships demonstrated a noteworthy influence on EI levels. Among the dimensions evaluated, adaptability was the strongest, while stress management scored the lowest. In conclusion, 76% of students exhibit adequate EI, with family relationships emerging as an essential factor in emotional development. These findings underscore the importance of strengthening the socio-affective environment to enhance this critical skill.
Prevalencia del síndrome Meares-Irlen/estrés visual que afecta la lectura en niños de tercer grado
(2015) Bernal Arellano, Walter Marcelo
The objective of this study was to determine the prevalence of MISViS and identify the most common physical and visual perceptual discomfort that affects reading in third-grade children of public and private Cuenca urban schools. Two hundred and sixty-seven third graders, as well as directors, parents, and classroom teachers, participated in this study. Children were assessed through observations, interviews, and applying five tests of the Irlen Reading Perceptual Scale (IRPS®). MISViS prevalence in the severe range is 25.84% in the student population of the third grade of elementary schools in Cuenca, hindering the normal development of the reading process. The most common physical discomforts when reading were: i) moving closer to or further from the page (19.17%); ii) discomfort when reading under fluorescent lights (18.05%); iii) blinking very often (14.66%); and iv) pain, burning of the eyes while reading (12.78%). Within, the most common visual perceptual distortions identified are: i) the need of using the finger or marker while reading (37.59%); ii) choppy or slow reading (33.08%); iii) making effort to stay focused on the words, (28.95%); iv) avoiding reading or reading aloud (27.89%), and v) having trouble remembering what was read (19.92%); among others. It was concluded that MISViS prevalence in Cuenca urban schools is 25.84% for severe ranges; the most common visual perceptual distortions and physical discomfort when reading were also identified in this study group. Keywords: Visual perceptual distortions, reading discomfort, basic education, reading difficulties, Meares- Irlen/Visual Stress syndrome.
Propiedades psicométricas de la escala perceptual de lectura Irlen en población infantil ecuatoriana
(2018) Vilchez Tornero, Jose Luis; Bernal Arellano, Walter Marcelo
The Irlen Reading Perceptual Scale (IRPS) has been used as an assessment instrument to determine the presence of Irlen Syndrome (IS; Physical Discomfort [PD] and Visual Perceptual Distortions [VPD]) worldwide. However, there are questionings about the Validity and Reliability of the instrument. The main objective of the present study was to test the psychometrics of section 1 of the IRPS for Ecuadorian children populations. Participants were 409 schoolchildren from 7 to 11 years old from the urban area of Cuenca, Ecuador. A factorial analysis was carried out on the 32 items of section 1 of the IRSP. Alfa of Cronbach was used to evaluate the reliability of the dimensions that the factor analysis drew. As a result, five empirical dimensions instead of the two theoretical dimensions were found. Nevertheless, these five dimensions fit properly in the two theoretical dimensions. This instrument can be used both for evaluation of the IS and for the intervention with the Irlen Method (IM).
Reading as a pedagogical tool for teaching english as a foreign language
(‎ TexTESOL IV, 2017) Bernal Arellano, Walter Marcelo
An Ecuadorian ELT focuses on teacher-centered approaches, developing grammar skills by practicing isolated concepts but neglecting students´ interests and needs. These practices result in low student performance. However, using reading as a pedagogical tool significantly improves student understanding, textual analyses, overall language learning, and reading confidence in university-level English courses
Reading skills in children with Irlen Syndrome
(2024) Bernal Arellano, Walter Marcelo
Visual perceptual distortions and physical discomfort that cause difficulties in reading are some of the characteristics of Irlen syndrome. This study examined if students with Irlen syndrome, assessed with different reading tasks, present differences in reading skills when compared to those without the condition. Participants were 110 fourth and fifth graders (mean age = 8.6 years), 55 with Irlen syndrome (ISG group) and 55 without the syndrome (control group). Researchers applied the Irlen Reading Perceptual Scale to evaluate the Irlen Syndrome and the PROLEC-R Test to assess reading processes. The results showed significant group differences in Word Reading, Pseudoword Reading, Punctuation Marks, Sentence, and Text Comprehension. Oral comprehension in the auditory modality was not significantly different, which would support the idea that Irlen syndrome seems to be related to visual sensory processes. In conclusion, participants with Irlen syndrome presented impaired reading processes that might affect overall visual comprehension but not oral reading comprehension. © 2024 Centro de Estudios de Promoción de la Lectura y Literatura Infantil, Universidad de Castilla-La Manc. All rights reserved.
Síndrome Irlen, uso de transparencias de color y mejoras de la lectura en escolares urbanos de Cuenca
(2015) Cañizares Abril, Lauro Esteban; Bernal Arellano, Walter Marcelo
Objective: To determine whether the use of color transparencies helps improve reading eliminating visual perceptual distortions, physical discomfort when reading, and Irlen syndrome symptomatology. Materials and Methods: A quasi-experimental study about effects of Irlen® Method - use of color – was made in sixty-one students from fourth graders in urban schools in Cuenca, which were identified as severe in the range of Irlen in a previous study of prevalence. The participants were evaluated through new observations, interviews, and four Irlen Reading Perceptual Scale tests. Central tendency measures and percentages were used for data analysis. Results: The Improvements in reading due to the use of color in a significant range were: 1) 59% comfort; 2) 37.7% less blurry; 3) 41% less stress and fatigue; 4) 45.9% more confidence and fluency when reading; 5) 34.4% fewer movements on the page; 6) 31.2% elimination of distortions; 7) 13.1% fewer errors when reading; 8) 9.8% improvement in the limited space; 9) 8.2% in limited attention; and 10) 1.6% improvement in reading comprehension. Conclusion: The use of color transparencies partially helps to eliminate some visual perceptual distortions and physical discomfort when reading which facilitates the reading process.
Using reading to teach english as a foreign language
(2020) Bernal Arellano, Paul Leoncio; Bernal Arellano, Walter Marcelo
Generally, teaching English as a foreign language (EFL) at elementary, secondary, and university levels in Ecuador focuses primarily on applying teacher-centeredapproaches or on merely following up on the English textbooks’scope and sequence. There is much emphasis on developing grammar skills, practicing isolated concepts, and studying different realities depicted in commercial textbooks while neglecting students’real interests and needs. These traditional practices have created conscious and unconsciousconditioning in students, and a significant number of instructors think that English learning is contingent upon grammar rules and the repetition of irrelevant and unnecessary notions, which results in low student academic performance. This descriptive study proposes the use of reading as an educational tool for improving the English teaching and learning process. The researchersapplied five reading comprehension tests, three related to General English and two to Academic English,and a confidence level in reading comprehension questionnaire to 37A1/A2English third-level university students. Measures of central tendency and variability were used for data analysis. Results show significant improvements in understanding and analyzingtexts, highconfidence levels for reading in English,and better overall language learning. We suggest making replicas of these didactical practices in other courses offered at the university level.