Procesos Lectores en la Educación Primaria

This article analyzes reading acquisition in primary school students through a documentary review of international, national, and regional studies. Based on constructivist and meaningful learning theories, it highlights the use of short stories with positive teachings as an effective strategy to strengthen reading competencies and promote students' socio-emotional development. The results show that these strategies enhance intrinsic motivation, facilitate reading comprehension, and foster essential values for integral formation. However, limitations such as the lack of adequate teaching resources, insufficient teacher training in innovative methodologies, and the limited integration of educational technologies—especially in rural contexts and areas with unequal access to educational opportunities—are identified. The analysis emphasizes the need to contextualize pedagogical practices according to the cultural and socioeconomic characteristics of students. Additionally, the implementation of interdisciplinary approaches, continuous teacher training, and public policies to strengthen educational equity is proposed. This article concludes that, although there have been significant advances in teaching reading, challenges remain that must be addressed through future research to ensure inclusive and sustainable learning.