Currently, the use of digital educational resources is considered fundamental in educational systems. The present investigation evaluated the incidence of digital resources (educational software) in the motivation of elementary school students in two aspects: i-) Understanding of reading and ii-) textual production. Mixed type research was carried out where an intervention proposal was designed based on classroom practices with educational software, in which the students’ incorporated technological tools in the classroom. These practices allowed us to observe a significant statistical improvement in the performance of training in reading and writing processes. It was possible to demonstrate statistically that the use of digital educational resources as an educational tool facilitates the learning process and in particular comprehension and textual production.