Textual Communicative Approach to Reading and Writing for Primary School Students

Abstract

Introduction: Literacy is relevant from the very beginning of the school stage, especially during the first years.
Objective: To demonstrate that the textual communicative approach improves the literacy skills of first-grade primary education students at School No. “89001” Ex–Prevocational, Chimbote, 2019.
Method: A quasi-experimental study was conducted, and the level of literacy was assessed through a pretest–posttest. The sample was intentional, consisting of 37 students from section “A” (experimental group) and 37 students from section “B” (control group). The research design was quasi-experimental, and the instrument used was a mixed test (pre- and post-test) to determine the level of literacy. Informed consent and data confidentiality were ensured. Variables were operationalized, and the necessary techniques and procedures were applied to achieve the objectives.
Results: In the application of the pretest to the experimental group, it was found that 86% of the students reached the low level and 14% the regular level, indicating a low level of literacy before the implementation of the proposal. After applying the textual communicative approach, 65% of the students in the experimental group reached the excellent level and 35% reached the good level, demonstrating that the application of the textual communicative approach significantly improved literacy.
Conclusions: The application of the textual communicative approach improved literacy among students in the experimental group, yielding better results than those obtained by the control group.