Abstract
Children with SLI (Specific Language Impairment) can show difficulties in the acquisition of literacy skills, which worsened as a consequence of the COVID-19 pandemic. That is why the teachers’ actions are key for intervention in this regard. The aim of this study was to understand how the strategies based on collaborative work favour the acquisition of literacy skills in students from a rural school in the Biobío region during the COVID-19 health crisis. For this purpose, a descriptive study was carried out to identify those strategies that favour learning in students. The necessary information was collected through a semi-structured interview to third grade teachers from a rural school on Santa María island. The relevance of the methodological strategies to address the educational needs of students in a context of crisis is further examined.
| Translated title of the contribution | Trabajo colaborativo para el aprendizaje de la lectoescritura en niños con diagnóstico de TEL en un contexto rural durante la pandemia por Covid-19 |
|---|---|
| Original language | English |
| Pages (from-to) | 343-360 |
| Number of pages | 18 |
| Journal | Estudios Pedagogicos |
| Volume | 50 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2024 |
Keywords
- collaborative work
- lectoescritura
- literacy skills
- specific language impairment
- trabajo colaborativo
- trastorno específico del lenguaje
