Supporting Inclusive Literacy Development: A Differentiated Intervention for Primary School Students with Learning Difficulties

Abstract

Contemporary educational settings increasingly require individualized and differentiated instructional practices capable of addressing the diverse learning needs of all students within an inclusive framework. This case study presents the implementation of a targeted literacy intervention designed for Giannis, a second-grade primary school student experiencing mild learning difficulties. The intervention incorporated a structured instructional program aimed at strengthening reading and writing skills through the systematic use of multisensory materials, educational technology, positive reinforcement, and carefully sequenced learning activities tailored to the student's individual profile. Continuous formative assessment, emotional support, and the student's active participation constituted key components of the intervention, enabling ongoing adaptation of instructional practices throughout the learning process. The findings indicate that individualized and differentiated teaching approaches can substantially enhance both academic achievement and learner engagement. More broadly, the study illustrates how evidence-informed pedagogical innovation can foster inclusive classroom environments that promote participation, confidence, and meaningful learning opportunities for students with learning difficulties.