Impacto del uso de Herramientas Pedagógicas en la Lectoescritura de Estudiantes con Dificultades en Grados Iniciales de Primaria

This study aimed to analyze the relationship between the use of effective tools and methods to identify and address learning difficulties and the development of literacy skills in first- and second-grade students at “Pedro Moreno” and “Caudillo del Sur” primary schools in Tijuana, Baja California, during the 2024–2025 school year. The research addressed an urgent issue: literacy delays linked to vulnerable contexts and the lack of effective pedagogical strategies in the classroom. Using a quantitative, non-experimental, descriptive, and correlational design, a structured Likert-scale questionnaire was administered to 70 teachers, complemented by classroom observations and analysis of students’ written work. The sample included students aged 6 to 8 with previous learning delays and limited early stimulation. The results showed a significant relationship between the systematic use of tools such as formative assessments, interactive materials, and differentiated methodologies, and the development of essential skills like phoneme recognition, reading fluency, and basic writing. The study concluded that the intentional implementation of strategies tailored to students’ needs improves literacy performance and strengthens inclusive educational practices. This research provides an original contribution to the educational field by proposing a contextualized model of early intervention and continuous teacher training, which can be replicated in similar settings to promote educational equity and ensure every child’s right to learn to read and write from the earliest years.