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\title{Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up}



\author[1]{Jonathan Olmos}%
\author[1]{Andres García}%
\affil[1]{Affiliation not available}%


\vspace{-1em}



  
  \date{May 08, 2026}


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\selectlanguage{english}
\begin{abstract}
This study aimed to look into the impact of educational practices on the
reading and writing skills of learners, with a specific focus on the
gaps and bonds in EFL learning while communication skills carried
follow-ups. The study employed a mixed methodology, which embraced
communication contexts placed in the teaching process, and
self-perceptions of the participants in a multidimensional communication
axis to collect data via surveys, observational forms and exploratory
statistics. The results indicate that while there is a stable level of
variation in terms of reading and writing achievement, there are
setbacks in certain areas such as fill-in-the-blank questions in complex
activities and sentence rewriting tasks. Additionally, the study found
that providing students with picture clues can improve their
performance. The study also suggests that blending both reading and
writing skills in activities can lead to large linkages and improvements
in performance.%
\end{abstract}%



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\end{CJK}\end{document}

