Impact of a mobile application to improve the reading and writing skills of immigrant students in Primary Education
DOI:
https://doi.org/10.24310/ijtei.111.2025.20372Keywords:
Mobile application, literacy competence, migrant students, technologies, Primary EducationAbstract
This work addresses the impact of a mobile application designed to improve the literacy skills of migrant students in Primary Education in Spain. Since the 1990s, Spain has experienced a significant increase in migrants, leading to an educational environment characterized by cultural and linguistic diversity. Literacy, defined not only as the ability to read and write but also as a crucial skill for social and professional integration, becomes a key focus of study (Toledo-Vega et al., 2022). The research adopted a quasi-experimental design with control and experimental groups, selecting 44 students aged 6 to 7 years through convenience sampling, who were randomly assigned to the groups. The Diagnostic Scale for Assessing Literacy Competence (EDECL) from the Junta de Andalucía was used as the data collection instrument. Participants were evaluated using pre-tests and post-tests to measure the impact of the intervention. The results of the statistical analysis showed that the experimental group, which used the mobile application AppRende, demonstrated significant improvements in their literacy competence, increasing their average from 6.33 to 8.75, with a p-value < .001. In contrast, the control group, which used printed materials, showed no significant improvements. These findings indicate that the use of technological tools may be more effective than traditional methods in teaching literacy to migrant students, suggesting the need to incorporate mobile technologies in diverse educational contexts to support their integration and academic success.
Downloads
Metrics
Publication Facts
Reviewer profiles N/A
Author statements
Indexed in
-
—
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- Universidad de Málaga
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
References
Abad-Quintanal, G. (2022). El desconocimiento del español por los inmigrantes y su integración en el ámbito educativo: desafíos, conflictos potenciales y respuestas. Lengua y migración, 14(1), 89-109. https://doi.org/10.37536/LYM.14.1.2022.1597
Acedo-Tapia, E. M., & Maqueda- Berrocal, R. (2022). La poesía como método para trabajar la lectoescritura en educación primaria: Proyecto educativo a través de Gloria Fuertes. Visual Review. International Visual Culture Review / Revista Internacional De Cultura Visual, 11(3), 1–10. https://doi.org/10.37467/revvisual.v9.3668
Bai, H. (2019). Preparing teacher education students to integrate mobile learning into elementary education. TechTrends, 63(6), 723-733. https://doi.org/10.1007/s11528-019-00424-z
Bayón-Calvo, S. (2019). Una radiografía del abandono escolar temprano en España: Algunas claves para la política educativa en los inicios del siglo XXI. Revista complutense de educación, 30(1), 35-53. http://dx.doi.org/10.5209/RCED.55465
Biasutti, M., Concina, E., Frate, S., & Delen, I. (2021). Teacher professional development: Experiences in an international project on intercultural education. Sustainability, 13(8), 1-16. https://doi.org/10.3390/su13084171
Cáceres-Reche, M. P., Romero-Rodríguez, J. M., de la Cruz-Campos, J. C., & Berral-Ortiz, B. (2024). Mejora de la competencia lectoescritora del alumnado migrante por medio de herramientas digitales. Campus Virtuales, 13(1), 83-91. https://doi.org/10.54988/cv.2024.1.1316
Calvo, V. (2019). El diario de lectura en los procesos de acogida de familias inmigrantes. Ocnos. Revista De Estudios Sobre Lectura, 18(1), 41-51. https://doi.org/10.18239/ocnos_2019.18.1.1789
Ceballos-Vacas, E., & Trujillo-González, E. (2021). Dificultades y apoyos emocionales del alumnado migrante: un estudio de caso en un instituto multicultural. Aula Abierta, 50(4), 767–776. https://doi.org/10.17811/rifie.50.4.2021.767-776
Chou, P. N., & Feng, S. T. (2019). Using a Tablet Computer Application to Advance High School Students' Laboratory Learning Experiences: A Focus on Electrical Engineering Education. Sustainability, 11(2), 381. https://doi.org/10.3390/su11020381
Criollo, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/10.3390/app11094111
EDUCASE (2022). Horizon Report. Teaching and Learning Edition. EDUCASE. https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition
El Jouhri, N., Bagur, S., Verger, S., & Rosselló-Ramon, MR (2022). El alumnado inmigrante y la mediación lingüística infantojuvenil. Magis. Revista Internacional de Investigación en Educación, 15, 1-25. https://doi.org/10.11144/Javeriana.m15.aiml
Escarbajal, A., Navarro, J., & Arnaiz, P. (2019). El rendimiento académico del alumnado autóctono y de origen inmigrante en la Región de Murcia. Tendencias Pedagógicas, 33, 5–17. https://doi.org/10.15366/tp2019.33.001
Fernández-Batanero, J.M., Montenegro-Rueda, M., Fernández- Cerero, J.F., & Román-Gravan, P. (2022). Impacto de las TIC en las habilidades de escritura y lectura: una revisión sistemática (2010-2020). Texto Livre, 14, 1-12. https://doi.org/10.35699/1983-3652.2021.34055
Ferreiro, E. & Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño. Siglo XXI Editores.
Forné, S., López-Sala, A., Mateu-Estivill, R., Adan, A., Caldú, X., Rifà-Ros, X., & Serra-Grabulosa, J. M. (2022). Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties. International Journal of Environmental Research and Public Health, 19(18), 11526 https://doi.org/10.3390/ijerph191811526
García-Rodríguez, A., & Gómez-Díaz, R. (2016). Niños y apps: aprendiendo a leer y escribir en digital. Alabe Revista De Investigación Sobre Lectura Y Escritura, (13), 1-23. https://doi.org/10.15645/Alabe2016.13.6
González-Monteagudo, J., & León-Sánchez, M. (2020). Hacia una educación intercultural inclusiva. El caso del alumnado inmigrante en la escuela en España. En M. A. González-González (Ed.), Migraciones, rasgaduras humanas (pp. 131-167). Universitat Rovira i Virgili, Universidad de Manizales y Horizontes Humanos.
Hautala, J., Heikkila, R., Nieminen, L., Rantanen, V., Juha-Matti, L., & Richardson, U. (2020). Identificación de dificultades de lectura mediante una tecnología de evaluación basada en juegos digitales. Revista de Investigación en Computación Educativa, 58(5), 1003-1028. https://doi.org/10.1177/073563120905309
Hernández-Campos, E., Jaimez-González, C. R., & García-Mendoza, B. (2020). Interactive Mobile Applications to Support the Teaching of Reading and Writing of Spanish for Children in Primary Education. International Journal of Interactive Mobile Technologies (iJIM), 14(14), 64–79. https://doi.org/10.3991/ijim.v14i14.14925
Hinojo-Lucena, F. J., Aznar-Díaz, I., & Romero-Rodríguez, J. M. (2020). Mobile learning en las diferentes etapas educativas. Una revisión bibliométrica de la producción científica en Scopus (2007-2017). Revista Fuentes, 22(1), 37-52. https://doi.org/10.12795/revistafuentes.2020.v22.i1.04
Hinojo-Lucena, F. J., Fernández-Martín, F. D., Cáceres-Reche, M. P., & Berral-Ortiz, B. (2023). Innovación educativa en acción: La aplicación Apprende para el mejoramiento de la lectoescritura en contextos multiculturales. En S. Alonso-García, J. M. Romero-Rodríguez, M. N. Campos-Soto, & L. Hinojo-Cirre (Eds.), Investigación educativa como factor de avance en las aulas 5.0 (pp. 11-24). Editorial Dykinson.
Jiménez-García, M., & Martínez-Ortega, M. Á. (2017). El uso de una aplicación móvil en la enseñanza de la lectura. Información tecnológica, 28(1), 151-160. http://dx.doi.org/10.4067/S0718-07642017000100015
Junta de Andalucía (2011). Prueba de evaluación inicial de diagnóstico competencia lingüística. https://shorturl.at/aqVX1
Máñez-Carvajal, C., & Cervera-Mérida, J. F. (2022). Desarrollo de aplicación móvil para niños con dificultades de aprendizaje de la lectura y escritura. Información tecnológica, 33(1), 271-278. http://dx.doi.org/10.4067/S0718-07642022000100271
Martínez-Acosta, D., Suárez-Brieva, E., & Gordon-Hernández, Y. (2022). Aplicación móvil como estrategia de enseñanza para iniciar el proceso de lectura a estudiantes en condición de discapacidad auditiva. Información tecnológica, 33(4), 1-12. http://dx.doi.org/10.4067/S0718-07642022000400001
Rodríguez, S., Valle, A., Gironelli, L. M., Guerrero, E., Regueiro, B., & Estévez, I. (2020). Performance and well-being of native and immigrant students. Comparative analysis based on PISA 2018. Journal of adolescence, 85, 96–105. https://doi.org/10.1016/j.adolescence.2020.10.001
Rosell-Aguilar, F. (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34(2), 243–258. https://www.jstor.org/stable/90014690
Tajic, D., & Bunar, N. (2023). Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools. International Journal of Inclusive Education, 27(3), 288-302. https://doi.org/10.1080/13603116.2020.1841838
Toledo-Vega, G., Quilodrán, F., & Cerda, K. (2022). Alfabetización escolar en aprendientes de lenguas adicionales no alfabetizados: aspectos sociales, cognitivos, lingüísticos y pedagógicos. Lengua y migración, 14(2), 129-149. https://doi.org/10.37536/LYM.14.2.2022.1386
UNESCO. (2022, September 29). Mejores prácticas de aprendizaje móvil. UNESCO. https://www.unesco.org/es/digital-education/mobile-learning-practices
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Innoeduca. International Journal of Technology and Educational Innovation
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All contents published by Innoeduca. International Journal of Technology and Educational Innovation are subject to Creative Commons Attribution-Nocomercial-NoDerivatives 4.0 International License, whose complete text can be consulted at https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode. Thus, copying, distribution, public communication, derivative works and commercial use of content are permitted as of the aforementioned issue provided that the source and the author of the text are cited.
It is the responsibility of the authors to obtain the necessary permits for images that are subject to copyright.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
242.png)
