EFICACIA DE LOS PROGRAMAS DE LITERACIDAD EMERGENTE EN EL DESARROLLO DE HABILIDADES PRELECTORAS
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2026-10-16
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Globally, in Latin America, and particularly in Peru, the lack of emergent literacy in early childhood education is an alarming reality; this situation creates academic gaps that tend to worsen over time. In response, this research aims to analyze the effectiveness of emergent literacy programs in developing pre-reading skills in early childhood education, based on scientific evidence published over the last five years. Methodologically, the study employed a qualitative, documentary approach, designing a systematic literature review following the PRISMA 2020 flowchart. Searches in open access databases yielded 156 initial records, from which 20 studies were selected that met the eligibility criteria and the Joanna Briggs Institute (JBI) methodological quality assessment. The results demonstrated that these programs are effective when they apply playful and contextualized approaches through children's stories, phonological awareness activities, and alphabet games. Teacher training and family participation stood out as facilitating factors. In contrast, the main barriers were insufficient teacher training, traditional rote learning methods, and socioeconomic inequalities. It is concluded that emergent literacy programs strengthen pre-reading skills in early childhood when they integrate phonological awareness, oral vocabulary, auditory comprehension, and alphabet recognition using dynamic, neuroscientific methodologies.
Key words: Emergent literacy, prereading skills, initial education, programs.