Innovative teaching strategies for strengthening literacy in fifth-grade students of middle basic education

Abstract

Introduction: This research analyzed the influence of innovative didactic strategies on strengthening literacy skills in Fifth Grade Middle Basic Education students. A mixed methodology with a descriptive-explanatory approach was employed, applying surveys to 30 students and 5 teachers from "Nueva Generación" School. Results revealed a significant gap between theoretical recognition of innovative strategies' benefits and their practical classroom implementation. Students expressed demotivation toward traditional literacy activities, describing classes as "monotonous and repetitive," while demanding greater creativity, interactivity, and technology use. Teachers recognized the potential of methodologies such as Project-Based Learning, gamification, collaborative learning, and creative writing, but identified significant implementation barriers, including lack of technological infrastructure, insufficient preparation time, and absence of specialized training. Creative writing emerged as the most valued strategy by both groups, while gamification and flipped classroom presented greater resistance. Findings evidenced that although innovative didactic strategies possess transformative potential for strengthening literacy, their effectiveness critically depends on contextual conditions, institutional support, and teacher training. It is concluded that urgent implementation of practical training programs for teachers, investment in technological infrastructure, and development of differentiated strategies responding to students' specific needs are essential to achieve significant improvement in literacy competencies. The study contributes empirical evidence of the theory-practice gap in educational innovation and provides a prioritized framework for future interventions in literacy education.