| Summary: | For decades, Information and Communication Technologies (ICT) have been conceived as tools that favor teaching and learning processes. The human being with its use has the possibility of learning and relating. However, the difficulties of the elementary students in communication skills, which prevent them from advancing in the reading and writing processes, become evident. Therefore, the purpose of the study was to identify the effect of the use of technological resources in the development of reading and writing skills in learning environments. The methodology selected to carry out the study was the qualitative one under research-action supported by the socio-critical paradigm. 18 participants were taken from a rural context in the Vijagual School. Among others, the following conclusion was reached: The reading and writing tasks carried out with the use of ICT strengthen the interaction between user-machine and motivate the student to perform reading and writing processes in an active, participatory manner. In his writings, greater textual richness was evidenced in terms of coherence, sense and meaning.
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