Diorama-based flipped classroom: Its impact on early reading skills, learning self-regulation, and learning engagement in dyslexic elementary school students

This study investigated the impact of a diorama-based flipped classroom model on early reading skills, learning self-regulation, and learning engagement among dyslexic elementary school students. Dyslexia often hinders children’s ability to decode words, sustain attention, and maintain motivation, leading to difficulties in developing essential literacy skills. Therefore, it is crucial to design instructional models that integrate multisensory and student-centered approaches to support their unique learning needs. Employing a quasi-experimental pretest–posttest control group design, the research involved 32 students divided equally into an experimental group (n = 16) and a control group (n = 16). The learning instruments included a beginning reading test, a learning self-regulation questionnaire, and a validated learning engagement scale, all of which demonstrated strong reliability. Data were analyzed using paired-sample and independent-sample t-tests, along with effect size calculations to measure the magnitude of differences between groups. The results showed that the experimental group exhibited significantly greater improvements (p < .001) across all three domains, with large effect sizes for early reading skills (d = 1.63), learning self-regulation (d = 1.47), and learning engagement (d = 1.58). These findings demonstrate that integrating diorama-based media within a flipped classroom setting provides an effective multisensory learning environment that enhances motivation, fosters metacognitive awareness, and promotes self-regulated learning among dyslexic readers. Moreover, this approach encourages active participation and deeper comprehension during literacy instruction. In conclusion, the diorama-based flipped classroom offers a promising and inclusive pedagogical framework for addressing early reading difficulties, supporting differentiated instruction, and improving engagement among students with dyslexia in elementary education.