Mediations for the acquisition of written code

Abstract

In this article, we analyze the mediational interventions used in the development of initial reading and writing skills in a group of nine children who have difficulties in its acquisition. They belong to low-income families that live in the South of the Guadalajara metropolitan area. The study was a qualitative case analysis of the work sessions held in a community care center during the first semester of 2019. For the analysis and interpretation, the sociocultural constructivism theoretical framework was used. The collected data allowed us to identify twelve mediational actions grouped into three broad categories: the meaning of the activity and feeling competent, direct teaching and the development of reflexive processes by the students. It is concluded that mediational actions helped children to learn, but more individual monitoring of each child’s learning is required in order to achieve better results.