Development of Literacy skills in Basic Education

Abstract

Literacy is a fundamental competence for learning, communication, and the development of critical thinking; however, difficulties related to reading comprehension, written production, and argumentation persist among basic education students, particularly at the secondary level. This article aims to analyze the main challenges affecting the development of these competencies and to examine pedagogical alternatives for strengthening them within the Mexican educational context. Methodologically, a qualitative, descriptive, and analytical study was conducted through documentary research based on scientific literature and regulatory documents related to literacy, pedagogical strategies, critical thinking, digital literacy, and basic education. The analysis shows that literacy difficulties arise from multiple cognitive, pedagogical, family, sociocultural, linguistic, and contextual factors and therefore require comprehensive educational responses. The study also highlights the teacher’s role as a mediator and the relevance of active methodologies, dialogic reading, creative and argumentative writing, interdisciplinary projects, formative feedback, and digital resources. Technological transformations further emphasize the need to strengthen critical digital literacy so that students can interpret, compare, and responsibly evaluate information. It is concluded that improving literacy requires moving beyond practices predominantly focused on memorization and promoting a transversal, inclusive, and contextualized school culture of reading and writing, supported by the participation of teachers, families, institutions, and educational authorities. Strengthening these competencies is essential for educating autonomous and critical students who are able to learn, argue, communicate knowledge, and participate responsibly in contemporary society.