Estrategias didácticas innovadoras para el fortalecimiento de la enseñanza de la lectura, escritura y oralidad

Many students in the upper grades of primary education face challenges in basic skills such as reading, writing, and oral communication, which affect their adaptation and performance during their transition to secondary education. From this perspective, the purpose of this work was to implement an action plan with innovative teaching strategies to strengthen the teaching of reading, writing, and oral communication among 4th, 5th, and 6th-grade students at the “Maritza Mena de Pérez” State Primary School. The study was based on Bruner's constructivist theory. Methodologically, it was approached from a socio-critical paradigm with a qualitative focus, utilizing the participatory action-research method. The research was carried out in phases: exploratory, methodological, evaluation, and systematization. The results of the action plan were constituted of transformations in teaching strategies supported by technology and was the result of critical reflection on teaching experiences with reading, writing, and oral communication. These transformations generated new practices based on meaningful and constructivist learning, developed through the exchange of experiences, resources, and strategies that enriched professional training. It was concluded that when everyone is actively involved and participates, they contribute to the improvement of educational quality.