Teaching Strategies in Language and Literature Education for Basic Education Students with Low Academic Performance
DOI:
https://doi.org/10.59343/yuyay.v5i3.132Keywords:
Reading instruction, Basic education, Teaching methods, Educational innovation, Learning motivationAbstract
This study analyzes the effects of an integrated pedagogical intervention aimed at improving reading performance in fourth grade students with low academic achievement in Language and Literature. Grounded in action research methodology, the intervention was implemented over six weeks in a public basic education institution in Quito, Ecuador. The pedagogical ecosystem combined dialogic reading, reciprocal teaching, playful strategies, and digital resources in a systematic and progressive manner. A qualitative, non-experimental, descriptive, and cross-sectional design was adopted, using participant observation, semi-structured teacher interviews, and classroom performance records as data collection techniques. Reading performance was evaluated through indicators of fluency, articulation, intonation, and reading motivation, analyzed using a graphical evolution model and a percentage change formula. Results revealed substantial improvements in all dimensions, with reductions of 40–45 percentage points in deficient performance and a 45-point increase in high reading motivation. Teachers also reported significant transformations in instructional practices and student engagement. The findings confirm that low academic performance in Language and Literature is not a fixed deficit but a reversible pedagogical condition when addressed through coherent, emotionally safe, cognitively activating, and multimodal teaching strategies. The study supports the redesign of literacy instruction from traditional mechanical models toward integrated, inclusive, and research-based pedagogical ecosystems.
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