<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100398</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4943</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[TIC y desarrollo lector en niños con trastorno del espectro autista]]></article-title>
<article-title xml:lang="en"><![CDATA[ICT in reading development of children with autism spectrum disorder]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcívar-Pincay]]></surname>
<given-names><![CDATA[Gloria Anabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anzules-Molina]]></surname>
<given-names><![CDATA[Douglas Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Intriago]]></surname>
<given-names><![CDATA[Adriana Marita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza-Cevallos]]></surname>
<given-names><![CDATA[Auxiliadora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Laica Eloy Alfaro de Manabí  ]]></institution>
<addr-line><![CDATA[Manta Manabí]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>398</fpage>
<lpage>423</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100398&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100398&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100398&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza el papel de las TIC en el desarrollo lector de niños con TEA desde un enfoque cualitativo e interpretativo, basado en un método hermenéutico&#8209;documental. Los hallazgos muestran un predominio de intervenciones centradas en la decodificación mediante herramientas digitales visuales y estructuradas, mientras que los procesos de comprensión reciben menor atención. Aun así, la tecnología se reconoce como un componente esencial del diseño educativo inclusivo, siempre que se integre con intencionalidad pedagógica y no como un recurso accesorio. Su aporte se vincula con los principios del diseño universal para el aprendizaje, al ofrecer múltiples formas de acceso y representación del contenido lector, favoreciendo habilidades cognitivas, lingüísticas y emocionales. No obstante, el impacto real de las TIC depende de la mediación docente, quien debe contextualizar, orientar y transformar las experiencias digitales en oportunidades significativas de aprendizaje para garantizar la participación y el progreso de los estudiantes con TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article analyzes the role of ICT in the reading development of children with ASD from a qualitative and interpretative approach, based on a hermeneutical-documentary method. The findings show a predominance of interventions focused on decoding using visual and structured digital tools, while comprehension processes receive less attention. Even so, technology is recognized as an essential component of inclusive educational design, as long as it is integrated with pedagogical intentionality and not as an accessory resource. Its contribution is linked to the principles of Universal Design for Learning, by offering multiple forms of access and representation of reading content, favoring cognitive, linguistic and emotional skills. However, the real impact of ICT depends on teacher mediation, which must contextualize, guide and transform digital experiences into meaningful learning opportunities to ensure the participation and progress of students with ASD.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[autismo]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[alfabetización.]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[autism]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Literacy.]]></kwd>
</kwd-group>
</article-meta>
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