ADAPTING PEDAGOGICAL PRACTICES FOR LITERACY IN CHILDREN WITH DIFFERENT LEARNING PACES
DOI:
https://doi.org/10.56238/levv15n43-158Keywords:
Childhood Literacy, Pedagogical Practices, Differentiated Learning, Literacy Teaching, Inclusive EducationAbstract
The present study analyzed the adaptation of pedagogical practices for the literacy development of children with different learning paces, considering the diversity present in classrooms and the need for teaching strategies that support the development of reading and writing skills, the research was conducted through a bibliographic review of recent studies on literacy, differentiated instruction, inclusive education and diversified methodological resources, the results indicated that flexible activities, systematic monitoring, the use of varied resources and the organization of more accessible learning environments contribute to increasing student participation and supporting the progression of linguistic competencies, it is concluded that the adaptation of pedagogical practices represents a relevant element for strengthening the literacy process in childhood and promoting more meaningful learning experiences in the early years of schooling.
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References
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