Reading comprehension in special basic education students: effects of digital tools
Keywords:
reading comprehension, special education, digital toolsAbstract
Introduction: Promoting inclusive and personalized education through the use of technology may help overcome cognitive, linguistic, and sensory barriers, significantly enhancing access, participation, and holistic development of students. Therefore, it is useful to establish the scope and limitations of directly related interventions.
Objective: To analyze the effects of digital tools strengthening reading comprehension in students of special basic education.
Methods: A quasi-experimental research that assesses text comprehension by considering the performance of students (experimental: n=30; control: n=30; approximate intelligence quotient: 50-69; level: mild) in the lexical, syntactic, and semantic dimensions, following the implementation of a digital tools-based intervention with the experimental group, and comparing the outcomes with the control group that continued with the traditional teaching process.
Results: Intragroup analysis showed that the control group improved only in the lexical process (p=0.016), whereas the experimental group improved in all dimensions (p<0.05). Intergroup analysis revealed that the experimental group achieved higher average ranks in all dimensions, with statistically significant differences in its favor (p<0.05).
Conclusions: The use of digital resources has a positive and significant impact on reading comprehension in students of the special basic education. The information and communication technologies are supported as effective tools in inclusive and efficacious educational interventions, emphasizing the importance of educational policies that promote the integration of technology with continuous education, equitable access to resources, and curricular adjusted programs.
Downloads
References
1. Garamendi RL. Estrategias interactivas de comprensión lectora para el desarrollo del pensamiento crítico. Rev Metrop Cienc Apl. 2022;5(2):159-66. DOI: 10.62452/ft7j8197.
2. Ruiz PV. La Comprensión Lectora y su Papel en los Procesos de Transformación Integral. Cienc Lat Rev Cient Multidiscipl. 2023;7(5):2219-37. DOI: 10.37811/cl_rcm.v7i5.7868.
3. Thomas G, Loxley A. Deconstructing Special Education and Constructing Inclusion. 3.a ed. Londres: McGraw-Hill Education; 2022.
4. Nilsson K, Danielsson H, Elwér Á, et al. Investigating reading comprehension in adolescents with intellectual disabilities: Evaluating the Simple View of Reading. J Cogn. 2021;4(1):56. DOI: 10.5334/joc.188.
5. Hovland JB. Inclusive comprehension strategy instruction: Reciprocal teaching and adolescents with intellectual disability. Teach Except Child. 2020;52(6):404-13. DOI: 10.1177/0040059920914334.
6. Gadea-Uribarri H, Lago-Fuentes C, Bores-Arce A, et al. External Load Evaluation in Elite Futsal: Influence of Match Results and Game Location with IMU Technology. J Funct Morphol Kinesiol. 2024;9(3):140. DOI: 10.3390/jfmk9030140.
7. Svensson I, Nordström T, Lindeblad E, et al. Effects of assistive technology for students with reading and writing disabilities. Disabil Rehabil Assist Technol. 2021;16(2):196-208. DOI: 10.1080/17483107.2019.1646821.
8. Sagarra-Romero L, Peña MR, Antón AM, et al. ithlete Heart Rate Variability app: knowing when to train. Br J Sports Med. 2017;51:1373-4. DOI: 10.1136/bjsports-2016-097303.
9. Johansson S, Gulliksen J, Gustavsson C. Disability digital divide: the use of the internet, smartphones, computers and tablets among people with disabilities in Sweden. Univ Access Inf Soc. 2021;20(1):105-20. DOI: 10.1007/s10209-020-00714-x.
10. bin Noordan MN, Md Yunus M. The integration of ICT in improving reading comprehension skills: A systematic literature review. Creat Educ. 2022;13(6):2051-69. DOI: 10.4236/ce.2022.136127.
11. Yusuf HO, El- Yakub SU. Impact of using ICT in teaching reading comprehension in secondary schools in Kaduna, Nigeria. Eur J Educ Stud. 2020;6(10). DOI: 10.5281/zenodo.3736173.
12. Chaidi I, Drigas A, Karagiannidis C. ICT in special education. Technium Soc Sci J. 2021;23(1):187-98. DOI: 10.47577/tssj.v23i1.4277.
13. Mitsea E, Drigas A, Skianis C. ICTs and speed learning in special education: high-consciousness training strategies for high-capacity learners through metacognition Lens. Technium Soc Sci J. 2022;27(1):230-52. DOI: 10.47577/tssj.v27i1.5599.
14. Galitskaya V, Drigas A. Special education: Teaching geometry with ICTs. Int J Emerg Technol Learn. 2020;15(6):173-82. DOI: 10.3991/ijet.v15i06.11242.
15. Rodríguez Torres AF, Naranjo Munive JE, Merino Alberca WV, et al. Adaptaciones curriculares en la enseñanza para alumnos con problemas respiratorios. Rev Cubana Med Gen Integr [Internet]. 2017 [citado 10/04/2025];36(4):1-19. Disponible en: https://revmgi.sld.cu/index.php/mgi/article/view/717
16. Rodríguez Torres AF, Páez Granja RE, Altamirano Vaca EJ, et al. Nuevas perspectivas educativas orientadas a la promoción de la salud. Educ Méd Super [Internet]. 2017 [citado 10/04/2025];31(4):1-11. Disponible en: https://ems.sld.cu/index.php/ems/article/view/1366
17. Calero Morales S, Garzón Duque BA, Chávez Cevallos E. La corrección-compensación en niños sordociegos con alteraciones motrices a través de actividades físicas adaptadas. Rev Cubana Salud Pública [Internet]. 2019 [citado 10/04/2025];45(4):1-16. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-34662019000400004
18. Calero Morales S, Vinueza-Burgos GdC, Yance-Carvajal CL, et al. Gross motor development in preschoolers through conductivist and contructivist physical-recreational activities: Comparative research. Sports. 2023;11(3):61. DOI: 10.3390/sports11030061.
19. Fernández Lorenzo A, et al. Habilidades profesionales de intervención clínica según modo de actuación de estudiantes de tercer año de Estomatología. Educ Méd Super [Internet]. 2017 [citado 10/04/2025];31(1):153-65. Disponible en: https://ems.sld.cu/index.php/ems/article/view/941
20. Fernández Lorenzo A, Armijos Robles L, Cárdenas Coral F, et al. Elementos clave para perfeccionar la enseñanza del inglés en la Universidad de las Fuerzas Armadas ESPE. Educ Méd Super [Internet]. 2018 [citado 10/04/2025];32(1). Disponible en: http://ems.sld.cu/index.php/ems/article/view/1066
21. García-Segura S. Estado nación e identidad nacional: América Latina y la gestión de la diversidad en contextos multiculturales. Diálogo Andino. 2022;(67):170-82. DOI: 10.4067/S0719-26812022000100170.
22. Aleaga Jordán SA, Bonifaz Gutiérrez BB; Cuenca Aquino FdC, et al. Integración de estrategias didácticas de la lectura mediante las herramientas tecnológicas. Cienc Lat Rev Multidiscipl. 2024;8(6):543-63. DOI: 10.37811/cl_rcm.v8i6.14701.
23. Romero Contreras S, García-Cedillo I, Flores Barrera VI, et al. Rendimiento académico de alumnos con NEE atendidos por educación especial y educación regular. Rev Educ Inclusiva [Internet]. 2022 [citado 10/04/2025];15(1):164-82. Disponible en: https://revistaeducacioninclusiva.es/index.php/REI/article/view/715
24. Knobel M, Kalman J. Aprendizaje docente y nuevas prácticas del lenguaje: Posibilidades de formación en el giro digital. Madrid: Ediciones SM; 2020.
25. Game Mendoza KM, Vinueza Burgos GdC, Icaza Rivera DP, et al. Efectos de las estrategias colaborativas en el proceso académico de enseñanza-aprendizaje de voleibolistas prejuveniles. Retos. 2024;61:1172-83. DOI: 10.47197/retos.v61.109363.
26. Cartwright KB. Executive skills and reading comprehension: A guide for educators. 2.a ed. Nueva York: Guilford Publications; 2023.
27. Van Dijk TA, Kintsch W. Strategies of discourse comprehension. Nueva York: Academic Press; 1983.
28. Pincay-Reyes J, Cedeño-Tuárez L. Diseño Universal de Aprendizaje y atención a la diversidad en estudiantes de educación básica. Rev Innova Educ. 2023;5(2):132-48. DOI: 10.35622/j.rie.2023.02.009.
29. Riquero KS, Macia MD, López GM, et al. Aplicación de la inteligencia artificial en la personalización del aprendizaje para estudiantes con necesidades educativas específicas en lenguaje. Rev Cient Salud Desarro Hum. 2025;6(2):214-36. DOI: 10.61368/r.s.d.h.v6i2.596.
30. Ruiz Muñoz GF, Cruz Navarrete EL, Paz Zamora YE, et al. Educación inclusiva con inteligencia artificial (IA): personalización curricular para estudiantes con necesidades educativas especiales (NEE). Rev Soc Fronteriza. 2025;5(3). DOI: 10.59814/resofro.2025.5(3)704.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Diana Flor García-Calle, Juana María Cruz-Montero
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All content published in this journal is Open Access, distributed under the terms of the CC BY-NC 4.0 License.
It allows:
- Copy and redistribute published material in any medium or format.
- Adapt the content.
This will be done under the following terms:
- Attribute the authors' credits and indicate whether changes were made, in which case it must be in a reasonable way.
- Non-commercial use.
- Recognize the journal where it is published.
The copyrights of each article are maintained, without restrictions.
