The Phonological-Comprehensive Method. A contribution to teaching and learning literacy in Spanish

Abstract

In Guatemala, only one-third of the first graders achieve the competencies necessary for literacy learning. Different factors cause low reading and writing achievement, including the methodology used to teach literacy. Research shows little methodological mastery of teachers to teach reading and writing. They also show nescience of the neuropsychological and pedagogical foundations of literacy. This situation is the result of inadequate pre-service training and in-service professional development in the teaching of literacy. To overcome these deficiencies and achieve an effective acquisition of literacy in first grade, the authors developed the phonological-comprehensive method. They systematized the method in the guide and text for the student “180 days to learn to read and write”. This article describes the fundamentals, components, and application of this method as a contribution to the teaching and learning of early literacy in transparent languages such as Spanish.