A sociocultural practice of reading and writing in students of a multigrade group

Abstract

The aim of this article is to show the relationship between sociocultural practice and the development of reading and writing in the students of a multigrade group. The research follows a qualitative paradigm. It is an applied research focused on the teaching andlearning processes, using the action-research method. The research techniques and instruments applied were: observation of class sessions during the application, recording the teacher's classes, the artifacts of the didactic sequence (student notebooks, preparation of an invitation, and collation lists). The data collected shows how a sociocultural practice favors reading and writing in fourth, fifth and sixth grade children of a multigrade group from the El Rincón de Yerbabuena community, municipality of Ahualulco, San Luis Potosí (Mexico) in 2021. Only the results of the first didactic sequence, called Los invitados, are presented in this paper. The findings show that the sociocultural practices of reading and writing done by the students favor communicative competence in writing an invitation with a social use.