Learning to read in a foreign language in children between 6 and 8 years old with dyslexia, through a technological tool
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Abstract
Reading is considered as an essential tool to the introduction of new knowledges and that is the reason why the students with dyslexia face several difficulties along their educational lives. This is particularly because the curriculum is associated with the decontextualization of its contents, neglecting the integrality between a global world, that requires a foreign language and ICT learning. The current document describes and proposes a technological tool that contributes to the conceptual-practical learning of reading in a foreign language, in order to the students with dyslexia can support the prior knowledges in a didactic way (visual and intended in the proper conditions for them) based on the necessity of an environment that evaluates competences
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