When teaching makes a difference: a case study on language teaching in the final primary year

Abstract

Achievement in reading and writing does not only depend on the initial school years. This article considers language teaching once children have finished their first stage in developing these competencies. It is based on Uruguayan Primary School research, in which some final grade classes, in poor socio-cultural environments, were studied over a six-month period. This article describes some teaching strategies used with the two classes that achieved the highest final results and made the greatest progress, in comparison to those used in the class that achieved the lowest final results and made the least progress. In conclusion, theoretical reflection is undertaken in order to interpret the empirical findings.