Methodological Strategy to Improve Literacy Skills in Third Grade Primary Students.

Abstract

The main objective of this study was to design a methodological strategy to improve literacy skills among third-grade students at the Juan Vicente Moscoso, Anexa school. A descriptive and analytical study was conducted, utilizing a mixed approach (quantitative and qualitative) to gather information that would provide objective answers to questions related to the subject of study. A non-experimental design was used. The data indicate that 53% of the students prefer collaborative activities, while 63% prefer to learn through videos. However, only 16% enjoy reading, which highlights a significant challenge in motivating students towards reading. The teachers describe a welcoming learning environment and use a variety of resources, including books, interactive applications, and educational games. The main observed strengths include reading comprehension and creativity in writing, but difficulties persist in decoding and motivation. The interviews emphasize the importance of family support and personalized teaching. It was concluded that the developed methodological strategy includes guided reading, creative writing, word games, and educational technology, aligning with theoretical principles and diagnosed needs. Differentiation and continuous feedback are essential to address the diverse skills of the students. Expert validation confirms the relevance and effectiveness of the strategy, recommending its implementation to significantly improve literacy skills among third-grade students. This comprehensive approach promises a positive and sustained impact on the academic development of the students.