Alfabetismo en el Siglo XXI: Análisis de competencias de lectura y escritura en Ecuador

• Rufina Narcisa Bravo Alvarado https://orcid.org/0000-0002-8674-6158
• Karina Veronica Vargas Castro https://orcid.org/0000-0001-7450-5990
• Mirtha Manzano Díaz https://orcid.org/0000-0002-7429-5193
• Cisaddy Samantha Lazo Bravo https://orcid.org/0000-0002-8625-2019

DOI: https://doi.org/10.31876/rcs.v29i.40946

Palabras clave: Competencias, lectura, escritura, desarrollo emocional, educación básica

Resumen

La adopción de plataformas de aprendizaje en línea implica desafíos que deben ser abordados mediante una adaptación metodológica y estratégica en la enseñanza de lectura y escritura. Esta investigación analiza las habilidades de lectura y escritura presentes en los estudiantes de Educación Básica Elemental en la Zona 5 de Ecuador, adoptando un enfoque metodológico mixto, que combina un diseño no experimental con una metodología cuantitativa-cualitativa. Se llevó a cabo un análisis transversal respaldado por una revisión bibliográfica exhaustiva y se usaron técnicas de recolección de datos en una muestra no probabilística de 735 estudiantes. Los hallazgos del estudio indican que existen desafíos sustanciales en la adquisición y desarrollo de estas habilidades críticas, los cuales se han visto magnificados por la reciente transición hacia la educación virtual. A pesar de que los resultados muestran un avance significativo, también evidencian que todavía existen brechas que deben ser abordadas para alcanzar un nivel óptimo de competencias lectoras y escritoras. La notable consistencia entre las dimensiones evaluadas: Escritura, comprensión lectora y motivación hacia la lectura, facilita una visión integrada de la situación de la educación literaria en la región, lo que permite una distribución de recursos y esfuerzos más focalizada y eficaz.

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