Digital didactic resources for the phonematic development of second-year basic education students

Abstract

Introduction: This research was conducted at the Eloy Alfaro Public School with second-year students of Basic General Education (EGB). It addressed the challenges of insufficient phonological awareness and phonetic development, which negatively impact literacy learning. The objective was to design a system of activities using digital teaching resources to enhance phonemic development and contribute to literacy learning. Materials and methods: The methodology employed was mixed-method and descriptive in scope, utilizing theoretical, empirical, and mathematical methods. Classroom observations, document analysis, teacher interviews, and entry and exit pedagogical tests were conducted. Results: The final results showed a significant improvement in students' phonological skills after the implementation of the activity system. Students were able to quickly identify words with identical sounds, understood and solved activities involving identification and placement of sounds anywhere in the word, and improved in identifying words that begin with identical syllables. Furthermore, they were able to quickly recall and pronounce words containing a specific phoneme. Discussion: The specialists' validation of the proposal confirmed its effectiveness and relevance, highlighting the need for teacher training and access to appropriate technological resources. Conclusions: The specialists emphasized the importance of adapting activities to students' individual needs to ensure inclusive and equitable learning.