Inclusion of Dyslexic Students in Heterogeneous Groups to Write Essays in a Virtual Environment

Abstract

This study analyzes the incidence of the type of grouping strategy (homogeneous or heterogeneous groups) on a virtual learning environment for development of reading comprehension and writing expression skills and for inclusion self-perception of college students with phonological dyslexia diagnosed. A quasi-experimental design is established that considers writing an individual essay as pre- and post-test measures; and writing group essays in Blackboard Collaborative as the treatment or test. Concretely, it is selected a sample of eight groups (four homogeneous and four heterogeneous) made up of three members (one diagnosed with phonological dyslexia). The results showed that dyslexic students integrated into heterogeneous groups when working cooperatively, and felt more included in their groups. This had positive repercussions on the individual essays carried out by these students, as they move from a low competence level to a medium competence level.