Digital educational resources to improve reading comprehension in the Dominican context

Abstract

In the Dominican Republic, the integration of Digital Educational Resources in primary education has gained relevance in recent years, especially to improve reading comprehension, cognitive basis of all educational levels. The objective is to argue the importance of Digital Educational Resources in the development of reading comprehension and highlight the role of teachers in their effective integration. A qualitative-descriptive methodology was used. Based on a bibliographic review of the scientific literature published between 2020 and 2024, theoretical methods of analysis-synthesis and induction-deduction were used. The results indicated that these tools not only facilitate equitable access to education, but also improve critical and socio-emotional skills in students, favoring a more interactive and personalized education. Furthermore, the importance of continuous teacher training in the effective use of these resources is highlighted. Despite challenges, such as the need for teacher training and equitable access to technology, the implementation of these resources in the Dominican educational system offers significant opportunities to transform the educational model and improve reading comprehension levels in primary education.