Emerging strategies and approaches in literacy teaching in primary education: a literature review

This article presents a narrative literature review (2020–2025) on emerging strategies and approaches to literacy instruction in primary education. The synthesis is organized around three main themes: (1) teaching strategies, (2) phonological awareness and its relationship to reading acquisition, and (3) reading comprehension from a humanistic perspective with ethnographic sensitivity. The findings describe a trend toward comprehensive approaches that combine explicit instruction with active methodologies (guided reading and modeling, cooperative work, dramatization, graphic organizers, and writing workshops), aimed at addressing classroom diversity. The reviewed literature highlights phonological awareness as the foundation of early literacy, especially when integrated with meaningful reading practices and comprehension strategies, avoiding isolated training. Furthermore, it emphasizes reading comprehension as a situated construction of meaning, mediated by the pedagogical relationship, the classroom climate, and the cultural relevance of the texts. It is concluded that strengthening literacy requires integrated teaching sequences, ongoing professional development, and sustained teacher training, including clear criteria for the appropriate incorporation of digital resources