Aprendizaje colaborativo como estrategia didáctica en problemas de dislexia de estudiantes de Básica Elemental

Abstract

Collaborative learning is a didactic strategy that promotes student teamwork, collaboration, and cooperation. This strategy can be used to address dyslexia problems. This research aims to determine collaborative learning as a didactic strategy for solving dyslexia problems of elementary school students. The methodology was based on a systematic literature review of the digital databases reported by the Catholic University of Cuenca such as Scopus, Web of Science, ProQuest, SciELO, Redalyc, and ERIC. The PRISMA method was utilized to analyze the selected articles. The keywords “dyslexia,” “collaborative learning,” “learning difficulty,” “mental impairment,” and “slow learner” of the Thesaurus of UNESCO were used. The reviewed articles were from indexed academic journals published between 2017 and 2022, encompassing studies with quantitative approaches, publications in English, Portuguese, and Spanish, and research areas including Psychology, Education, Pediatrics, and Neurology, with study populations of adolescents and children. The RAYYAN tool was employed to include and exclude articles for research development. In conclusion, implementing collaborative learning has proven effective in improving the academic performance of students with dyslexia. Recent research supports that this strategy helps with dyslexia-related problems and fosters strong components such as solidarity and peer support. Keywords: learning difficulty, reading writing, slow learning