ANALYSIS OF A DIGITAL OVA TOOL AS SUPPORT FOR READING LEARNING FROM A NEURODIDACTIC PERSPECTIVE

Abstract

Reading learning is a fundamental process in children’s school trajectory due to its transversal nature and its direct impact on academic performance. This written work aims to analyze the use of a digital tool known as a Virtual Learning Object (OVA) as support for reading learning in first and second grade students at Castillo de Ilusiones Educational Institution in the municipality of Cúcuta, from a neurodidactic perspective. Methodologically, the study was developed under the constructivist paradigm, with a qualitative, descriptive approach and an actionresearch design. Information was collected through the PROLECR Test, semistructured interviews, checklists, and documentary analysis of the guidelines issued by the Colombian Ministry of National Education. Findings revealed low levels in reading processes, associated with weaknesses in reading prerequisites, limited family support, and effects derived from the pandemic context. It was also identified that students have access to technological resources, which represents an important pedagogical opportunity. It is concluded that the integration of a digital OVA tool, mediated by neurodidactic principles, promotes motivation, autonomous learning, and the progressive strengthening of reading processes.