Digital storytelling: An educational approach for enhancing dyslexic children's writing skills, critical and cultural learning

Abstract This paper reports an exploratory pilot study‐ which is part of a larger study‐ examining the impact of an innovative approach to enhancing the writing skills of primary school students with dyslexia, digital storytelling (DST), linked to critical and cultural learning. The study adopted a single‐subject design with a pre‐experimental approach (A‐B) to explore connections between the use of digital storytelling, and children's writing skills, as well as cultural and critical dimensions of learning. A socio‐cultural framework, drawing on Green's 3D model, and the Not‐So Simple View of Writing, informed the methodology adopted. A dual perspective aligning with the socio‐cultural theory was adopted, delving into both product and process of digital storytelling. The results revealed significant improvements in writing skills, cultural and critical behaviours, pre and post intervention, with large effect sizes, suggesting this may be a promising classroom approach to improve literacy and learning in children with dyslexia.