The impact on teaching parents of English language beginners different focusing techniques to deal with ADD/ADHD 6th graders to improve specifically writing in the EFL classroom
Saavedra Canales, Camilo Marcelo
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Through practice it is evidenced that teaching English is a difficult task. In addition, it gets more complicated when parents do not want to support teachers in the educational process because of different reasons. What is more, the situation grew with the current educational norms when the government decided to incorporate ADD/ADHD children in the English subject. Because of that, an Action Research study was conducted, with the objective to explore the impact to which teaching focusing techniques to parents of ADD/ADHD 6th grade EFL students in a municipal school of Tome improves writing skills in students, through the application of a lead in test, a journal of focusing techniques applied by parents which followed the theory of Armstrong (1999) and a lead out test. In this process, parents of ADD/ADHD students evidenced that they were able to improve their levels of concentration which led to the improvement of the writing skills demonstrated through the lead out test. As a conclusion, the contribution of parents in the teaching of focusing techniques generated an impact their ADD/ADHD students’ writing skills.