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Artículos de Investigación

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Percepciones de estudiantes de educación básica sobre la lectoescritura: dificultades y beneficios de estrategias didácticas

Perceptions of basic education students regarding literacy: difficulties and benefits of instructional strategies
Publicado
2026-11-06
Contexto: La lectoescritura constituye un aprendizaje decisivo para el progreso académico dentro del currículo de la educación básica. Objetivo: Analizar las percepciones de un grupo de estudiantes de educación básica sobre la lectoescritura, las dificultades que perciben y los beneficios que asocian a las estrategias didácticas. Método: La investigación adoptó un diseño descriptivo de análisis documental, con enfoque cuantitativo y carácter no experimental. La muestra fue censal y estuvo constituida por 25 estudiantes de tercer año de Educación General Básica de una institución ecuatoriana. Se aplicó una encuesta con preguntas cerradas y alternativas fijas, organizada en las dimensiones concepciones de lectoescritura, manifestaciones de dificultad y valoración de estrategias didácticas, analizadas mediante frecuencias y porcentajes. Resultados: La opción compuesta (dictado, lectura lenta y faltas ortográficas) concentró el 68 % de las dificultades percibidas; la definición de lectoescritura como habilidad de leer y escribir con corrección alcanzó el 64 %; y la expectativa de responsabilidad y autonomía reunió el 76 % de los beneficios declarados. Conclusiones: El grupo presenta dificultades de carácter técnico y expectativas orientadas a la autogestión del aprendizaje. La voz estudiantil debe complementarse con evaluaciones directas del desempeño.
Context: Literacy-reading and writing-is a crucial area of learning for academic progress within the basic education curriculum. Objective: To analyze the perceptions of a group of basic education students regarding literacy, the difficulties they encounter, and the benefits they associate with specific instructional strategies. Method: The study employed a descriptive, non-experimental research design based on document analysis, utilizing a quantitative approach. The sample consisted of the entire population (a census sample) of 25 third-grade students from an Ecuadorian basic education institution. A survey with closed-ended questions and fixed-choice options was administered, covering three dimensions: conceptions of literacy, manifestations of difficulty, and the assessment of instructional strategies; data were analyzed using frequencies and percentages. Results: A composite category (comprising dictation, slow reading, and spelling errors) accounted for 68% of the perceived difficulties; 64% of students defined literacy as the ability to read and write correctly; and 76% of the identified benefits related to expectations of responsibility and autonomy. Conclusions: The group faces technical challenges and holds expectations centered on self-directed learning. Student perspectives should be complemented by direct assessments of their actual performance.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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