Uso de la herramienta virtual Alphabetics, en la mejora del rendimiento académica en niños de educación básica con dislexia

Stephano Paolo  González Sánchez; Juan Eduardo  Anzules Ballesteros; Virginia  Sánchez Andrade

doi:10.51736/sa.v7iEspecial 6.422

Authors

Stephano Paolo González Sánchez Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0002-4235-4611
Juan Eduardo Anzules Ballesteros Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0003-1926-2492
Virginia Sánchez Andrade Bolivarian University of Ecuador, 092405 Durán, Ecuador http://orcid.org/0000-0001-9233-243X

DOI:

https://doi.org/10.51736/sa.v7iEspecial%206.422

Keywords:

virtual tool, Alphabetics, academic performance, dyslexia

Abstract

The objective of this article was to explore the use of the virtual tool “Alphabetics” in improving the academic performance of basic education children with dyslexia. The need for the use of technology in children with dyslexia was raised so that the level of help of the program in question can be demonstrated. Access to children identified with dyslexia from the Ministry of Health of Ecuador in the province of Guayas was used, numbering 30, who were enrolled in an online language course. After applying the descriptive study, it was found that there is a significant difference in the means of both groups, with the group that used Alphabetics showing a greater improvement in their academic performance scores. The average grade rose from 8,400 when the tool was not used to 9,367 with its use, and the grade ranges were exceeded from between 7.98 - 8.82 to 9.18 - 9.55.

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