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The present research aimed to evaluate the incidence of the implementation of a ubiquitous and collaborative learning system, in the strengthening of reading and writing skills in ninth grade students of the Antonia Santos Educational Institution. A methodological design of evaluative research was applied - evaluation of educational programs, where the effects of a language program designed with Dee Fink's Taxonomy of Meaningful Learning are evaluated, focused on goals and skills that the student must develop at the end of the process training on their strengthening in the communicative competence of reading and writing. The research included a diagnostic phase, a program design phase, a program implementation phase, and an evaluation phase of program implementation. The results reflected that there was improvement in the communication skills of reading and writing, compared to the diagnostic test applied at the beginning of the school year. Finally, it is feasible to consider that it is essential to understand that reading and writing are the main training tools to understand the world, to be able to interact and solve problems in diverse disciplinary and sociocultural contexts. Reading and writing is a carrier of culture, knowledge and can be learned from anywhere or anywhere in the world. Therefore, this research aims to improve and strengthen communicative reading and writing skills through a program that includes activities mediated by ubiquitous and significant learning.