Vol. 10 (2026): Identidad Bolivariana: 2da Edición Especial
Original Items

Methodological Strategy Mediated by Chatgpt for the Educational Support and Assessment of a Student with Dyslexia

PDF (Spanish)
Erika Marisol Ramos Chiquito
Universidad Bolivariana del Ecuador
Jóse Rafael Suntasig Arias
Universidad Bolivariana del Ecuador
Edgar Ezequiel Luna Sánchez
Universidad Bolivariana del Ecuador
Elizabeth Esther Vergel Parejo
Universidad Bolivariana del Ecuador

Published 2026-09-11

Keywords

  • ChatGPT,
  • Dyslexia,
  • Methodological strategy,
  • Inclusive education,
  • Learning

How to Cite

Methodological Strategy Mediated by Chatgpt for the Educational Support and Assessment of a Student with Dyslexia. (2026). Identidad Bolivariana, 10, 149-168. https://doi.org/10.37611/IB10ol149-168

Abstract

This article aimed to design a methodological strategy mediated by ChatGPT to strengthen the educational support and assessment of students with dyslexia in seventh grade. The research adopted a mixed-methods approach with a descriptive-propositional scope. The unit of analysis was a student diagnosed with dyslexia; the teacher involved in the educational process, the family representative, six Middle Basic Education teachers, and experts for the validation of the proposal also participated. Pedagogical observation, semi-structured interviews, documentary analysis, analysis of schoolwork, and a teacher survey were used.
As key results, the diagnosis revealed difficulties in reading fluency, decoding, comprehension of instructions, written production, motivation, participation, and traditional assessment. The teacher survey showed limited pedagogical use of ChatGPT, but a favorable willingness to incorporate it through clear methodological guidelines. Based on these findings, a strategy was designed in which ChatGPT supports text adaptation, simplification of instructions, generation
of graded questions, differentiated activities, formative feedback, and flexible assessment. Validation through an adaptation of the Delphi method showed favorable ratings in relevance, coherence, feasibility, methodological clarity, and applicability. It is concluded that the strategy mediated by ChatGPT constitutes
a relevant alternative to guide teaching practice, promote differentiated support, and diversify the educational assessment of students with dyslexia.

PDF (Spanish)

Downloads

Download data is not yet available.

References

  1. Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
  2. Birsh, J. R., & Carreker, S. (Eds.). (2018). Multisensory teaching of basic language skills (4th ed.). Paul H. Brookes Publishing.
  3. CAST. (2024). Universal design for learning guidelines version 3.0. CAST. https://udlguidelines.cast.org/
  4. Catts, H. W., Terry, N. P., Lonigan, C. J., Compton, D. L., Wagner, R. K., Steacy, L. M., Farquharson, K., & Petscher, Y. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia, 74(3), 282–302. https://doi.org/10.1007/s11881-023-00295-3
  5. Dalkey, N., & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9(3), 458–467. https://doi.org/10.1287/mnsc.9.3.458
  6. Fung, K. Y., Fung, K. C., Lee, L. H., Lui, R. T. L., Qu, H., Song, S., & Sin, K. F. (2025). A study on using ChatGPT to help students with dyslexia learn Chinese and English writing. ECNU Review of Education. Advance online publication. https://doi.org/10.1177/20965311251358269
  7. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
  8. International Dyslexia Association. (2025). 2025 Dyslexia Definition Project. International Dyslexia Association. https://dyslexiaida.org/2025-dyslexia-definition-project/
  9. Linstone, H. A., & Turoff, M. (Eds.). (1975). The Delphi method: Techniques and applications. Addison-Wesley.
  10. Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
  11. Ministerio de Educación del Ecuador. (2016). Currículo de los niveles de educación obligatoria. https://educacion.gob.ec/curriculo/
  12. Paglialunga, A., & Melogno, S. (2025). The effectiveness of artificial intelligence-based interventions for students with learning disabilities: A systematic review. Brain Sciences, 15(8), Article 806. https://doi.org/10.3390/brainsci15080806
  13. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. ASCD.
  14. Shaywitz, S. E. (2020). Overcoming dyslexia (2nd ed.). Alfred A. Knopf.
  15. Snowling, M. J., & Hulme, C. (2021). Annual research review: Reading disorders revisited—The critical importance of oral language. Journal of Child Psychology and Psychiatry, 62(5), 635–653. https://doi.org/10.1111/jcpp.13324
  16. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718
  17. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  18. Zhao, X., Cox, A., & Chen, X. (2025). The use of generative AI by students with disabilities in higher education. The Internet and Higher Education, 66, Article 101014. https://doi.org/10.1016/j.iheduc.2025.101014

Similar Articles

You may also start an advanced similarity search for this article.