The present study aims to analyze the impact of the TitíApp tool on the recovery of reading and writing processes in schoolchildren in the city of Quito. The research design is experimental and cross-sectional, using a quantitative method with a descriptive-correlational scope. The Reading and Writing Analysis Test (TALE) was used to identify difficulties in acquiring fundamental reading and writing skills in children at the school and preschool level. In addition, the technological tool TitíApp was used to support the recovery of reading and writing processes. The participants were divided into two groups: Group A, consisting of 98 students who were evaluated, then the intervention was carried out with the TitíApp tool, and finally the retest was performed. Group B was composed of 57 students who would be part of the control group. With this group, the intervention with the TitíApp tool was not carried out, but only the evaluation and retest. Among the most significant results, it can be observed that in group A, a low percentage of children show moderate and severe errors in the first evaluation, in the non-reading section, and in the retest this percentage drops significantly. Likewise, an inverse correlation is observed between the total errors in letter reading and reading comprehension, which means that the higher the number of errors in letter identification, the lower the reading comprehension
