Differentiated attention for eighth year Basic Education students with difficulties in reading and writing

Abstract

This study shows the implementation of a system of literacy tasks designed for differentiated attention in eighth-year students of the EGB. Literacy is key in education, since reading and writing skills are fundamental for academic and personal development. The main objective was to design a system of tasks for differentiated attention with the purpose of improving academic performance in reading and writing in students in the eighth year of Basic General Education at the San Francisco de Asís Educational Unit in Quito, Ecuador, during the 2023 administration. To do this, a system of tasks adapted to the needs and skill levels of the students was created. The study used a mixed approach of quasi-experimental design and correlational scope to evaluate the relationship between the task system and academic performance. The results showed a significant improvement in reading comprehension and written expression, as well as a notable increase in academic performance. In addition, greater interest and motivation was observed in the students, which favored the development of linguistic skills.