Academic Management Strategy for Literacy in the Second Cycle of Primary Education in Multigrade Schools

Abstract

Multigrade schools, by their very nature, require a unique pedagogical approach that allows them to address the needs of students at different learning levels simultaneously. While this configuration presents challenges, it can be seen as an opportunity to foster collaboration, interaction, and meaningful learning among students. Therefore, this study was conducted with the objective of proposing an academic management strategy for literacy in the second cycle of primary education in multigrade schools. This qualitative research was carried out in multigrade schools in Regional District 03 of Azua and Educational District 04 of Baní, Dominican Republic, from January 2024 to December 2025. From a pool of 23 teachers, a sample of 16 was selected using purposive sampling. Both theoretical and empirical methods were employed. The proposed strategy is characterized as contextualized, flexible, and experiential, and is designed to respond to the specific realities of each Dominican multigrade classroom. It consists of four phases: awareness-raising and teacher training, diagnosis, design and implementation, and evaluation. The stages are dialectically interconnected, allowing each to interact with and transform the previous one. This approach focuses on differentiated methodologies and specific teaching resources that promote literacy in the second cycle of primary education, guaranteeing inclusive and equitable education for all students.