La efectividad de diferentes métodos de la enseñanza de la lecto-escritura en español. Una revisión de literatura
Patiño Rodriguez, Juanita
Piñeros Lopez, Diana Carolina
For the reading and writing instruction of children in Spanish, teachers use different methods. The importance of literacy instruction methods used with children in early childhood is associated with their educational and professional future. Therefore, the concern of this paper is to review the literature on which methods are used by institutions and to assess the effectiveness of these methods in literacy instruction. The review includes 26 articles, of which 15 are studies by different authors to evaluate the effectiveness of different methods. In the context of the articles reviewed here, we found the global, synthetic, phonetic, syllabic, and eclectic method, along with pictophonic strategies and the program Communicative Experiences in varied Situations of reading and writing (ECOS). The findings allow the conclusion that there are some methods that are more effective than others Spanish literacy instruction of children. Another conclusion based on the review is that the familiarity of words and the training of phonological skills play an important role in the performance of children in the performance in the different tasks used.