Resumen
This study evaluates the impact of a Greek intervention tool called Dyslexia Box, which is aimed at helping students with dyslexia acquire necessary language skills. It mainly focuses on the development of phonological awareness, reading, and writing. The sample comprises 13 students with dyslexia and other difficulties. The intervention program consists of 32 activities, which were applied twice to each student over 10 weeks (students who achieved excellent performance on the first implementation of an activity did not repeat the corresponding activity, as it was considered that the cognitive goal had already been achieved). In order to record student performance, an observation key was created for each activity. The results indicate that the specific tool is easy-to-use and achieves the proposed learning objectives. Specifically, it helps students with and without dyslexia overcome their learning difficulties concerning phonological awareness and/or manage their processing of the oral and written language, since they all achieved better performance at the second implementation of the tool.