Neurociencia de la lectura e inteligencia artificial: comparación del método fonológico y global en estudiantes con dislexia temprana

Early dyslexia is one of the most prevalent specific learning disorders affecting the acquisition of reading skills during the first years of schooling. From the perspective of reading neuroscience, phonological processing constitutes a fundamental mechanism for literacy development, while artificial intelligence has emerged as an innovative educational resource capable of personalizing learning through adaptive systems and immediate feedback. The aim of this study was to compare the effectiveness of the phonological and global methods for developing literacy skills in children with early dyslexia, considering the support of artificial intelligence-based educational resources. A mixed-methods approach with a quasi-experimental pretest-posttest design and structured observation was employed. The sample consisted of 48 children aged 4 to 5 years identified as being at risk of dyslexia. The eight-week intervention integrated phonological activities supported by gamified digital resources and artificial intelligence-based educational tools to monitor reading performance and personalize learning activities. The findings revealed statistically significant improvements in attention, working memory, problem-solving skills, active participation, and academic motivation (p < .001), with large effect sizes. Qualitative evidence also demonstrated increased persistence, engagement, and participation in reading-related activities. It is concluded that integrating reading neuroscience, artificial intelligence, and phonological instructional strategies provides an effective framework for early intervention in children at risk of dyslexia by promoting more personalized, adaptive, and inclusive learning processes.