Percepciones de estudiantes de educación básica sobre la lectoescritura: dificultades y beneficios de estrategias didácticas

Context: Literacy-reading and writing-is a crucial area of learning for academic progress within the basic education curriculum. Objective: To analyze the perceptions of a group of basic education students regarding literacy, the difficulties they encounter, and the benefits they associate with specific instructional strategies. Method: The study employed a descriptive, non-experimental research design based on document analysis, utilizing a quantitative approach. The sample consisted of the entire population (a census sample) of 25 third-grade students from an Ecuadorian basic education institution. A survey with closed-ended questions and fixed-choice options was administered, covering three dimensions: conceptions of literacy, manifestations of difficulty, and the assessment of instructional strategies; data were analyzed using frequencies and percentages. Results: A composite category (comprising dictation, slow reading, and spelling errors) accounted for 68% of the perceived difficulties; 64% of students defined literacy as the ability to read and write correctly; and 76% of the identified benefits related to expectations of responsibility and autonomy. Conclusions: The group faces technical challenges and holds expectations centered on self-directed learning. Student perspectives should be complemented by direct assessments of their actual performance.