Multisensory mobile applications as a strategy to improve writing skills in children with dyslexia
| dc.contributor.advisor | Mena Vargas, Nelly Patricia | |
| dc.contributor.author | Tapia Zapata, Estefani Fernanda | |
| dc.date.accessioned | 2026-04-09T20:38:28Z | |
| dc.date.available | 2026-04-09T20:38:28Z | |
| dc.date.issued | 2026-04-09 | |
| dc.description.abstract | This study examines the role of multisensory mobile applications as a strategy for improving English writing skills in students with dyslexia. Dyslexia is a neurobiological learning disorder that affects reading and writing skills and requires specialized educational approaches. With the rise of mobile learning tools, multisensory applications have become promising resources for supporting students with learning difficulties. A descriptive-comparative methodology was used to analyse empirical studies conducted over the last 10 years that evaluated multisensory and gamified mobile applications designed for dyslexic students. Seven applications were selected based on inclusion criteria such as pedagogical features, multisensory components, publication period, and reported results in literacy development. The analysis examined five key instructional features: multisensory approach, gamification, personalisation, feedback, and adaptability. The results reveal that most applications prioritise multisensory strategies and gamification, which contribute to student motivation and meaningful learning. Reading was the skill that improved the most, whereas writing was addressed less systematically, primarily through spelling tasks rather than structured compositions. Personalization and adaptability were limited across all applications, thereby reducing their potential to meet individual learning needs. Overall, the study highlights the benefits and limitations of existing multisensory mobile applications and underscores the need for tools that integrate adaptive feedback. | |
| dc.format.extent | 176–188 páginas | |
| dc.identifier.citation | Tapia Zapata , E. F. ., Mena Vargas , N. P., Acurio Chimbo , J. A., & Chuquitarco Cruz , E. O. (2026). Aplicaciones móviles multisensoriales como estrategia para mejorar las habilidades de escritura en niños con dislexia . Revista Científica De Innovación Educativa Y Sociedad Actual "ALCON", 6(1), 176–188. https://doi.org/10.62305/alcon.v6i1.974 | |
| dc.identifier.other | UTC-XPU-PINE-2026-007-ART | |
| dc.identifier.uri | https://doi.org/10.62305/alcon.v6i1.974 | |
| dc.identifier.uri | https://soeici.org/index.php/alcon/article/view/974 | |
| dc.identifier.uri | https://repositorio.utc.edu.ec/handle/123456789/15459 | |
| dc.language.iso | en | |
| dc.publisher | Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC) | |
| dc.subject | DISLEXIA | |
| dc.subject | MOBILE APPLICATION | |
| dc.subject | MULTISENSORY | |
| dc.title | Multisensory mobile applications as a strategy to improve writing skills in children with dyslexia | |
| dc.type | Article |