Abstract
The objective of this study was to describe some of the conditions that intervenein the construction of a favorable environment for the teaching of boys and girls withliteracy difficulties. To achieve this, a qualitative study was carried out in a communitycenter in Guadalajara, Jalisco (Mexico). Data were collected through the observation ofthe classes between August 2019 and January 2020. A group of boys and girls -aged 7and 9- received educational support twice a week, as an after-school activity. From theanalysis, it is concluded that the display of the environment, the social organization ofthe classroom, the cooperation among peers, the positive feedback, and thecommunication of the meaning and purpose of the activities act as mediators in thelearning of literacy of boys and girls with said difficulties.Keywords: school environment, learning conditions, reading difficulty, teachingresources.
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