Use of adaptive technologies in reading comprehension

Abstract

Reading competence is essential for learning and educational participation, and adaptive technologies emerge as a resource to personalize activities and enhance student motivation. The study aimed to analyze the use of adaptive technologies as a strategy to strengthen reading competence in students at the “Jardines del Edén” Elementary School. A descriptive quantitative approach was used, applying a structured observation to students and a questionnaire to teachers, with analysis based on frequencies and percentages. The results showed medium and high levels of participation and attention, along with difficulties in prosody and critical skills; additionally, teachers reported frequent use of adaptive technologies, although with diverse perceptions regarding their effectiveness and institutional support. The conclusions indicate that these technologies are mainly associated with greater student engagement and moderate effects on fluency and basic comprehension, without clear improvements in higher-order reading skills, reflecting an impact concentrated on initial processes rather than on critical development.