Factores pedagógicos del rezago en lectoescritura: Revisión teórica en estudiantes de primaria en México

Azalia Figueroa Esquivel; Martha Susana Brauer Aguilar; Ivetteh Virginia Medina Medina; Jesús Flores García

doi:10.61273/neyart.v4i1.185

Authors

Azalia Figueroa Esquivel University of North America
Martha Susana Brauer Aguilar National Technological Institute of Mexico
Ivetteh Virginia Medina Medina National Technological Institute of Mexico
Jesús Flores García University of North America

DOI:

https://doi.org/10.61273/neyart.v4i1.185

Keywords:

Literacy, methods, pedagogical factors, teaching and learning, teaching strategies

Abstract

This research paper aims to analyze methodological theories—phonetic, synthetic, global, Troncoso, and eclectic—of literacy instruction and how pedagogical factors influence the delay in literacy acquisition among elementary school students. Using a qualitative method, the study seeks to identify areas of opportunity in teaching practices. From a pedagogical management perspective, the literacy gap does not merely represent a curricular lag or an isolated statistic regarding accreditation; rather, it becomes a barrier to accessing more complex learning development processes and content.

In Mexico, the delay in literacy acquisition in lower elementary grades has shown that basic communicative competencies are not consolidated within the expected timeframe. Consequently, education faces the challenge of moving from mechanical teaching to functional instruction, where students do not just trace letters but produce meaning within their environment. Although extensive studies on the psycholinguistics of literacy exist, the knowledge gap lies in the disconnection between the official curriculum and actual classroom practices. Therefore, it is essential to understand specific pedagogical factors such as the methods used, didactic strategies, the use of materials, and classroom practice. These pedagogical factors must be categorized to optimize teaching-learning processes in literacy acquisition and achieve improvements in teaching performance.

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Author Biographies

Azalia Figueroa Esquivel , University of North America

She holds a bachelor’s degree in elementary education and has five years of classroom teaching experience. I have recently completed a Master’s degree in Education. I believe that literacy is the foundation for autonomy, personal growth, and the development of learning in students. My research has shown that transforming rote learning into meaningful and purposeful learning removes certain barriers in the classroom, promoting a more humane and equitable education that is tailored to the needs of each student.

Martha Susana Brauer Aguilar , National Technological Institute of Mexico

Bachelor’s degree in Economics, Master’s degree in Business Administration, Ph.D. in Organizational Management, and postdoctoral studies in research methodology. Academic and researcher specializing in educational innovation and learning at the higher education and graduate levels; expert in supporting students through thesis mentoring, developing research protocols, and publishing articles in high-impact journals.

Ivetteh Virginia Medina Medina, National Technological Institute of Mexico

She has been teaching for 16 years at the middle school, high school, and college levels, working in both public and private institutions, and has completed various academic and professional training programs. She has served on the administrative board of the Milpa Alta II campus of the National Technological Institute of Mexico. In addition to her teaching duties, she is pursuing a Ph.D. in Engineering Sciences at the National Center for Research and Technological Development.

Jesús Flores García , University of North America

He holds a bachelor’s degree in elementary education and has more than 20 years of classroom teaching experience. He has recently completed a master’s degree in education. His educational work focuses on the development of innovative educational technology resources and the enhancement of cognitive processes to promote meaningful learning in both in-person and distance learning settings. Research in the field of neuroscience has allowed me to understand how emotional self-regulation serves as the vehicle for motivation in the learning process and its impact on students’ academic performance.

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