Language skills and multimodal strategies in elementary school: documentary review

This article analyzes the scientific literature published between 2021 and 2026 on the development of language skills and their relationship to multimodal strategies in primary education. Using a qualitative approach, it presents a descriptive-analytical literature review guided by the PRISMA protocol to ensure rigor, traceability, and transparency in the selection of studies. From 50 publications identified in indexed databases, 20 articles were selected based on criteria of thematic relevance, methodological quality, and connection to primary education. Through thematic content analysis, the information was organized into three categories: language skills, multimodal strategies, and assessment of communicative competence. The findings show that reading and writing remain central to learning, but require pedagogical approaches that integrate metalinguistic awareness, critical thinking, and sociocultural context. The increasing use of multimodal resources in digital and hybrid environments is also evident, diversifying the forms of textual representation and production. Regarding assessment, progress toward formative and authentic models is acknowledged, although difficulties persist in standardizing rubrics applicable to multimodal productions. The study concludes that strengthening language skills requires integrating language development, multimodality, and formative assessment into meaningful contemporary school processes.