Learning to Read and Write at The Initial Level

Abstract

The present study carried out the documentary relationship of analysis of several studies related to learning and writing at the initial level during the years 2015-2024. The main objective was to analyze the learning of reading and writing at the initial level. The methodology was based on a documentary review study, whose purpose was to collect and examine all information pertaining to the objective of the study. For this purpose, it was based on the PRISMA methodology. A systematic review analysis of information collected from multiple data sources, such as Scopus, Scielo, Web Of Science, EbscoHost, ProQuest and Latindex, was carried out. Twenty documents related to the subject of the study were considered for the analysis. The importance of adopting integrated and playful approaches that encourage the development of early language skills in a natural and motivating way was highlighted. It is evident that early exposure to texts, through stories, songs and games, together with the practice of fine motor skills, establishes a solid foundation for formal literacy learning. Likewise, the role of educators is crucial in this process, as they must provide a stimulating and adaptive environment that respects individual learning rhythms and promotes a positive attitude towards written and oral language.