The Effects of Differentiated Instruction on the Literacy Process of Learners with Interrupted Schooling ; Los Efectos de la Instrucción Diferenciada en el Proceso de Lectoescritura de los Estudiantes con Escolaridad Interrumpida

This research study analyzes the literacy and foreign langauge processes of learners in the Procesos Básicos Program. The participants were 15 Spanishspeaking children and young adolescents, whose highest level of education was first grade. Eight of the 15 children were Internally Displaced Persons (IDPs), and the others were affected by violence, family issues, and cognitive difficulties. These groups of students attend a public school located in Bogotá Colombia. Most of the students have faced interrupted schooling due to different social factors. As a consequence, there are children of different ages and social backgrounds, including IDPs, in each classroom. Differentiation was used as well as GANAG (Goal, Activating Prior knowledge, New information, Aplication, Generalization) reading formats in both English as a foreign language (EFL) and Spanish (mother tongue) literacy classes. Results show that there was little impact of differentiated instruction on writing production or vocabulary acquisition. However, there was evidence of an impact on reading comprehension when inferring and comparing and contrasting narrative texts. ; El estudio analiza el proceso lectoescritor de un grupo de estudiantes de procesos básicos de un colegio público de Bogotá, Colombia. Los participantes fueron 15 niños hisponoparlantes y jóvenes adolescentes, cuyo nivel más alto de educación corresponde a primer grado de primaria. 8 de los 15 niños pertencen a población desplazada y los otros fueron afectados por la violencia, problemas familiares y dificultades cognitivas. Estos grupos de estudiantes asisten a una escuela pública ubicada en Bogotá, Colombia. La mayoria de estos estudiantes ha visto interrumpida su escolaridad debido a diversos factores sociales. En consecuencia, en cada salón de clase existen niños de diferentes edades y estratos sociales pertenecientes a la población desplazada. Para intervenir el grupo se usó la instrucción diferenciada, formatos de observación en lectura, escritura y planeación a través de GANAC ...