Physical activity in the development of students' self-esteem Uta college students

Abstract

Introduction: This study examines the influence of literacy and writing skills (lectoescritura) on the teaching and learning process of children in General Basic Education. Literacy and writing skills emerge as a central competency that goes beyond textual decoding. Its role extends beyond conveying information, paving the way for deep comprehension, personal expression, and cognitive development. In this article, we delve into the relationship between literacy and writing skills and the teaching-learning process in children of General Basic Education. Through methodological analysis, results, and discussion, we explore how these skills impact knowledge acquisition and effective interaction with information in an ever-evolving educational environment. Objectives: To identify literacy and writing skill issues and their incidence in the teaching-learning process of general basic education. Methodology: A mixed research approach was employed, combining quantitative and qualitative methods to achieve a comprehensive understanding. A group of 650 students was analyzed, revealing deficiencies in reading and writing due to limited reading habits and incomplete utilization of appropriate materials and methods in the teaching-learning process. Surveys with educators highlighted the need for successful pedagogical strategies, such as adapting to individual learning styles and integrating literacy and writing skills across various curriculum areas. Results: The study's results revealed that limited reading habits and the absence of suitable methods and materials contribute to deficiencies in literacy and writing skills among General Basic Education students. Educators underscored the need for adaptive pedagogical approaches and the integration of literacy and writing skills throughout the curriculum to address these challenges and enhance a more effective teaching-learning process. These findings underscore the importance of approaching literacy and writing skills from multiple angles to achieve holistic development in students. Challenges such as resource shortages and the need for ongoing training were identified. Technology showed promise, but the importance of balancing its use with traditional approaches was emphasized. Conclusions: This study highlights the critical importance of literacy and writing skills in General Basic Education. Results emphasize addressing limited reading habits and inadequate pedagogical methods. Educator suggestions underscore curriculum adaptation and integration as key solutions. Tackling these issues requires a collaborative approach that fosters reading habits, empowers educators, and provides more effective and equitable education. The study underscores literacy and writing skills as essential foundations in General Basic Education. Findings reveal the need to overcome challenges in reading habits and educational methodology. A strong education in literacy and writing not only enhances communication skills but also empowers students for deeper and more meaningful learning. General Study Area: Teaching-Learning Process. Specific Study Area: Literacy and Writing Skills.