Development of literacy in students of an educational institution in Babahoyo

Abstract

Introduction: This study analyzes the literacy development level of 7-year-old students at an educational institution in Babahoyo during 2024, considering difficulties in reading fluency, interpretation and critical evaluation, and motivation. The problem is framed within the context of the "learning poverty" exacerbated post-pandemic, where socioeconomic factors and limitations in educational resources affect the acquisition of these fundamental skills. Materials and methods: A qualitative methodology was employed through a systematic literature review, using the PRISMA matrix for study selection. The search in indexed databases with keywords initially yielded 50 articles, of which, after applying filters for language (Spanish and English), relevance, and duplicate removal, 40 were selected for the final analysis. Results: The findings revealed that 60% of the students reached a medium to high level of development. However, significant deficiencies were identified: 50% of students demonstrated high reading fluency, but 25% showed an average level and another 25% a low level. In interpretation and critical evaluation, 70% of the studies indicated limited critical skills. Motivation was low in 55% of cases, associated with technological distractions and a lack of engaging resources. Discussion: Variations in reading proficiency depend on teaching practices and external factors (social, familial, and economic). Students from more privileged backgrounds and private schools showed better performance. The need for dynamic and adapted pedagogical strategies is evident. Conclusions: Literacy development is heterogeneous, with deficiencies in fluency, critical comprehension, and motivation, impacting academic performance. Specific interventions are needed to foster in-depth analysis, utilize innovative resources, and address contextual barriers.