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Abstract
This study used a descriptive quantitative methodology, focused on the evaluation of pre-reading skills through the EGRA test (Early Reading Assessment). To recognise the reading and writing skills of students in the first grade of primary school in a rural context in order to propose some recommendations for the pedagogical approach to their teaching. The results obtained reveal significant difficulties in letter identification, word knowledge and decoding of invented words. These areas of reading competence are essential in early literacy development and the results suggest a lack of continuous and structured exposure to these key components of reading which is associated with the unstable educational context the students have experienced. There is a need for a more systematic and personalised approach to literacy teaching that considers the individual characteristics of each student and provides them with tools to overcome barriers to the consolidation of reading skills. The pedagogical approach must be flexible and adaptive, recognising that the consolidation of reading and writing skills is a process that requires patience, perseverance and a precise and well-targeted pedagogical intervention.
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References
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