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Artículos originales

Vol. 5 Núm. 12 (2025): Simbiosis, Revista de Educación y Psicología

Recursos didácticos visuales y táctiles para estudiantes con disortografía

Visual and tactile didactic resources for students with dysorthography
Publicado
2025-10-22

La disortografía constituye un trastorno específico del aprendizaje que afecta significativamente el desarrollo de la escritura en estudiantes de educación básica. Este estudio cualitativo-descriptivo tuvo como objetivo desarrollar recursos didácticos visuales y táctiles específicos para estudiantes con disortografía en una institución educativa del cantón Latacunga durante el período 2024-2025. La muestra intencional incluyó 18 estudiantes de séptimo grado con dificultades ortográficas, de los cuales dos presentaron diagnóstico confirmado de disortografía. Se emplearon técnicas de observación directa estructurada y entrevistas semiestructuradas, aplicando análisis de contenido categorial para el procesamiento de datos. Los recursos desarrollados incluyeron herramientas digitales (Suno, Wordwall, Educaplay) y materiales táctiles (cuaderno de caligrafía táctil). Los resultados evidenciaron mejoras del 75% en precisión ortográfica, 68% en autonomía de aprendizaje y 82% en motivación estudiantil, medidas mediante rúbricas de evaluación específicas y escalas de observación conductual.

Dysorthography constitutes a specific learning disorder that significantly affects writing development in elementary education students. This qualitative-descriptive study aimed to develop specific visual and tactile didactic resources for students with dysorthography in an educational institution in Latacunga canton during the 2024-2025 period. The purposive sample included 18 seventh-grade students with orthographic difficulties, of which two presented confirmed dysorthography diagnosis. Structured direct observation techniques and semi-structured interviews were employed, applying categorical content analysis for data processing. The developed resources included digital tools (Suno, Wordwall, Educaplay) and tactile materials (tactile handwriting notebook). Results showed improvements of 75% in orthographic precision, 68% in learning autonomy, and 82% in student motivation, measured through specific evaluation rubrics and behavioral observation scales.

A disortografia constitui um transtorno específico da aprendizagem que afeta significativamente o desenvolvimento da escrita em estudantes do ensino fundamental. Este estudo qualitativo-descritivo teve como objetivo desenvolver recursos didáticos visuais e táteis específicos para estudantes com disortografia em uma instituição educativa do cantão Latacunga durante o período 2024-2025. A amostra intencional incluiu 18 estudantes do sétimo ano com dificuldades ortográficas, dos quais dois apresentaram diagnóstico confirmado de disortografia. Foram empregadas técnicas de observação direta estruturada e entrevistas semiestruturadas, aplicando análise de conteúdo categorial para o processamento de dados. Os recursos desenvolvidos incluíram ferramentas digitais (Suno, Wordwall, Educaplay) e materiais táteis (caderno de caligrafia tátil). Os resultados evidenciaram melhorias de 75% na precisão ortográfica, 68% na autonomia de aprendizagem e 82% na motivação estudantil, medidas mediante rubricas de avaliação específicas e escalas de observação comportamental.

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Vol. 5 Núm. 12 (2025): Simbiosis, Revista de Educación y Psicología
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Artículos originales

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