Literacy Pedagogical Strategies Implemented in Primary Education in Latin America: A Review of the Literature

Abstract

The pedagogical strategies for literacy implemented in Latin America can be the basis for improving the practices of primary school teachers. Through experience it has been shown that the acquisition of reading and writing skills is hindered by different factors that can be cognitive, perceptual, psychomotor or social family. This article presents a compilation of different authors who have carried out previous research that was later analyzed and organized by categories for its implementation. The research carried out has a qualitative approach in which 37 documents were analyzed, including articles from educational scientific journals, thesis, master's degree, doctorate relevant to the study; Of these, 20 were included in the data analysis, which allowed the collection of valuable information in which a great variety of theoretical approaches on pedagogical skills and strategies for literacy were found. The importance of concluding that reading skills are cognitive processes that enable students to read and write effectively and that it is possible to strengthen them with the implementation of innovative strategies and practices that enhance their development is significant. Added to this, playfulness and the use of ICT are valuable tools that must be included in literacy practices in primary school in Latin America.