Teaching strategies to improve literacy teaching and learning among second-year students in basic general education

Abstract

This paper examines the reading and writing difficulties faced by second-year students in General Basic Education. These difficulties were observed during pre-professional internships at an educational institution in the city of Cuenca. Among the main problems detected are errors in transcribing dictations, lack of phoneme recognition, and limitations in reading comprehension, aspects that directly affect motivation, self-esteem, and school performance. Using a qualitative approach and based on a case study, techniques such as participant observation, semi-structured interviews, and focus groups were applied, which allowed for the identification of weaknesses in cognitive processes such as memory, visual perception, and phonological awareness. The analysis highlights the importance of the teacher's role as a mediator in overcoming barriers through creative teaching strategies, multisensory activities, and active methodologies that promote meaningful learning. The research concludes that appropriate teacher mediation promotes inclusion, strengthens communication skills, and creates a motivating school environment. It also highlights the need for ongoing teacher training and the active participation of the entire educational community to ensure comprehensive development in the early stages of education.