DIGITAL EDUCATIONAL RESOURCES FOR THE STRENGTHENING OF READING COMPETENCIES IN PEDAGOGICAL PRAXIS

Abstract

This article explores the use of Digital Educational Resources (DER) in school pedagogical practice as a strategy to strengthen the development of reading competencies in primary and secondary students. The main objective is to analyze empirical evidence published over the last ten years in Europe, Asia, the United States, and Latin America, in order to identify trends, opportunities, and challenges in the integration of digital resources into the reading process. The methodology corresponds to a systematic literature review under the PRISMA guidelines, through which 40 studies that meet inclusion and academic relevance criteria are collected and critically analyzed. The findings show that DER foster motivation, active participation, and reading comprehension at different levels—literal, inferential, and critical—when implemented in a contextualized manner and supported by active methodologies. It is observed that in European, Asian, and U.S. contexts, interventions are mostly based on structured platforms and specialized software, whereas in Latin America, experiences with gamification, virtual learning objects, and interactive environments stand out. Overall, the evidence indicates a positive impact on the improvement of reading competencies, although limitations remain related to technological access, teacher training, and the need to strengthen the longitudinal evaluation of learning. The study concludes that the integration of DER in schools constitutes a relevant pathway to enhance reading, provided it responds to the socio-educational conditions of each context.