The Reading and Writing as Learning Strategies in Students of the ‘Julio Larrea’ School”

Abstract

The present study purpose to analyze reading and writing as a learning strategy among students of the “Julio Larrea” School, located at km 20 in Sucre canton. Was set The general objective analyze literacy as a learning strategy in the students of said educational institution. A quantitative, descriptive methodological approach was adopted. Data were collected through surveys administered to parents, interviews with teachers, and a didactic test applied to students. The results showed that parental support in the learning of reading and writing is limited, as 80.96% of parents reported providing little support, while 19.04% reported no support at all. Likewise, it was found that 52.38% of the students obtained low scores on the phoneme discrimination and digit repetition test, whereas only 28.57% achieved a high level of performance, revealing difficulties in basic reading and writing skills. Additionally, 75% of teachers rated students’ reading comprehension levels as low, identifying demotivation, limited family support, and inappropriate use of technological devices as the main difficulties. It is concluded that the low level of family involvement and methodological limitations negatively affect the teaching–learning process of reading and writing in basic education students.

Keywords: Reading and writing, learning strategy, family support, basic education.