SIGNIFICANT DIFFICULTIES IN LEARNING TO READ AND WRITE IN PRIMARY EDUCATION: A SET OF TASKS TO DEAL WITH THESE DIFFICULTIES BY MEANS OF A DIDACTIC APPROACH

Abstract

This article focuses on two main issues. On the one hand, it deals with early prevention of literacy difficulties. On the other hand, it deals with the same issue once pupils already present serious difficulties in reading and writing. Consequently, this paper has two main aims. Firstly, it aims to show teachers that, in order to carry out appropriate pedagogical intervention, it is essential to design educational intervention programmes based on thorough theoretical bases. These will aid the teaching of literacy skills while improving the learning process of pupils who require special treatment. Secondly, it intends to provide teachers with a series of activities that can be used with pupils who already present significant difficulties in this particular area of primary learning, i.e. reading and writing, and whose assessment reports already reflect these difficulties. The educational intervention presented in this paper focuses on a particular child whose mother tongue is Spanish.