Innovative and Inclusive Digital Applications to Enhance Literacy in Students with Dyslexia

• Autores: Moncayo Arias, Mónica Alexandra, Bastidas Vera, Eduardo Alberto, Cabezas Macías, Paola María, Ledesma Espín, Carmen del Roció, Bayas Guevara, Bolívar Israel
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Cesar Vallejo
• Repositorio: UCV-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.ucv.edu.pe:20.500.12692/132898
• Enlace del recurso: https://migrationletters.com/index.php/ml/article/view/6063/4204; https://hdl.handle.net/20.500.12692/132898; https://doi.org/10.59670/ml.v21iS1.6063
• Nivel de acceso: acceso abierto
• Materia: Alfabetización digital; Aplicaciones digitales; Dislexia; https://purl.org/pe-repo/ocde/ford#5.00.00

The adoption of digital applications has been used to carry out innovative and inclusive tests that reduce gaps in different fields, especially in education; such is the case of the improvement in reading comprehension levels. The present study seeks to demonstrate that digital applications improve the reading and writing skills of students with dyslexia in Ecuador, in the year 2023. It is a quasi-experimental design in which 60 students belonging to section A and B participated. at the basic elementary level of the afternoon session of the "Simón Bolívar" Millennium Educational Unit, Ecuador 2023. Thirty of the experimental group. 20 items were applied where each one is a combination of school literacy activities adaptable to the classroom in person and to the virtual environment, this comprises 3 dimensions, which presented a good level of reliability and content validity. For the analysis, descriptive statistics (Wilcoxon test) were carried out, demonstrating that the program generated significant changes in the experimental group with a and in the control group, thus demonstrating that the program has positive effects on the learning of children with dyslexia.