Active Teaching Strategies for Literacy Learning in Second-year Students of Basic Education

Literacy is a fundamental pillar both academically and in life. This study aimed to design active teaching strategies to improve literacy in second-grade students. A mixed-methods approach was used, incorporating observation, interviews, and a diagnostic assessment administered to 25 students. The results revealed limited proficiency, phonological difficulties, poor reading comprehension, and rote learning. A plan was proposed with active strategies focused on cognitive, procedural, and attitudinal aspects, incorporating multisensory and playful activities, validated by specialists. This proposal, aligned with the Ecuadorian curriculum, improves reading comprehension, written expression, and student motivation, contributing to a comprehensive and effective basic education.