Development of literacy and writing in the logographic and alphabetical stages, using educational software as a didactic strategy

Abstract

Reading and writing is a fundamental process in the cognitive and educational development of children. As children advance in their understanding of language, they go through two (2) crucial stages: logographic and alphabetic. In the logographic stage, children recognize words as images, based on their visual form. Later, in the alphabetic stage, they begin to relate letters to sounds and decode words. However, during the development of these stages, some problems usually affect the normal development of these processes. The purpose of this article was to understand the development of literacy in the Logographic and Alphabetic stages, using educational software as a didactic strategy. It is supported by the theoretical criteria of Ausubel (1978); Castañeda and López, De Zubiria (2011), Molina (2017), León (2019), García et. al (2020), among others. It is a research with a qualitative approach, framed in the interpretive paradigm, oriented with the hermeneutic method, which considers meanings that others attribute to the phenomenon under study. For practical development, action research was chosen, characterized by the fact that the study population is motivated to actively participate. The results of this study suggest that the strategic use of educational software can be a valuable tool to facilitate the development of literacy in children. Educators should consider its implementation, as part of a comprehensive approach to improving language skills in the classroom.