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Perceived Improvement of Literacy Skills of Students with and Without Special Educational Needs Through Dialogic Literary Gatherings

Author

Listed:
  • Esther Roca-Campos

    (Department of Comparative Education and History of Education, University of Valencia, 46010 Valencia, Spain)

  • Harkaitz Zubiri-Esnaola

    (Department of Language and Literature Didactics, Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), 20018 San Sebastian, Spain)

  • Susana León-Jiménez

    (Department of Education, Faculty of Educational Sciences and Psychology, University of Cordoba, 14071 Cordoba, Spain)

  • Adriana Aubert

    (Department of Sociology, Faculty of Economics and Business, University of Barcelona, 08034 Barcelona, Spain)

Abstract

This study analyzes the perceived improvement in literacy skills among 2nd-grade Primary Education students, both with and without Special Educational Needs (SEN), following the implementation of Dialogic Literary Gatherings (DLGs) during the COVID-19 pandemic. The research included 110 seven-year-old students at a school in Valencia, Spain, 11 of whom had various SEN, such as difficulties in reading, writing, mathematics, oral language, and attention, including 1 student with Attention-Deficit/Hyperactivity Disorder (ADHD). Through an inclusive approach, where all students participated in the DLGs, significant improvements were observed in reading comprehension, vocabulary, reasoning, and motivation. Students with SEN, especially those with reading and attention difficulties, showed notable progress, while students without SEN also demonstrated significant advances in communication and reading skills. The results were contextualized with international standards, highlighting the effectiveness of DLGs in improving academic performance and challenging social inequalities in an inclusive environment.

Suggested Citation

  • Esther Roca-Campos & Harkaitz Zubiri-Esnaola & Susana León-Jiménez & Adriana Aubert, 2024. "Perceived Improvement of Literacy Skills of Students with and Without Special Educational Needs Through Dialogic Literary Gatherings," Disabilities, MDPI, vol. 4(4), pages 1-14, November.
    • Handle: RePEc:gam:jdisab:v:4:y:2024:i:4:p:64-1043:d:1533770
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    References listed on IDEAS

    as
    1. Elisabeth Torras-Gómez & Laura Ruiz-Eugenio & Teresa Sordé-Martí & Elena Duque, 2021. "Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All," SAGE Open, , vol. 11(2), pages 21582440211, May.
    2. Maite Santiago-Garabieta & Lourdes Villardón-Gallego & Rocío García-Carrión & Elena Duque, 2022. "The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings," SAGE Open, , vol. 12(1), pages 21582440221, March.
    3. Javier Díez-Palomar & Rocío García-Carrión & Linda Hargreaves & María Vieites, 2020. "Transforming students’ attitudes towards learning through the use of successful educational actions," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-20, October.
    Full references (including those not matched with items on IDEAS)

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