O BENEFÍCIO DO APLICATIVO: LER E CONTAR PARA CRIANÇA DO ENSINO FUNDAMENTAL COM TDAH

Abstract

This study focuses on the use of reading and storytelling applications in elementary education, addressing the problem of attention and reading comprehension difficulties observed in children with Attention Deficit Hyperactivity Disorder. The research question seeks to investigate how these digital resources can support the learning process of this group. The main objective is to analyze the benefits of these applications in structuring reading practices, enhancing engagement, and promoting school participation. The theoretical framework is based on the understanding of ADHD as a condition that affects executive functions, particularly attention and self-regulation, combined with perspectives on learning mediated by multiple forms of representation and the pedagogical use of digital technologies. The methodological approach consists of an integrative literature review, conducted through searches in recognized scientific databases, using combined descriptors and selection criteria focused on thematic relevance and methodological consistency. The findings indicate that educational applications, by integrating text, sound, and images, support sustained attention, increase engagement, and contribute to reading comprehension, especially when combined with teacher mediation. It is concluded that these resources represent relevant tools for organizing more accessible and structured pedagogical practices, contributing to the cognitive development of children with ADHD. The implications highlight the need to integrate digital technologies into the curriculum and to strengthen teacher training for their effective pedagogical use.