Strategies of teaching and learning of reading and writing in primary education

This paper shows the results of a study, which aims to analyze the teaching and learning strategies for reading and writing in Elementary Education in Maracaibo (Zulia State, Venezuela). The theoretical framework was supported, basically, on Gonzalez (2008), Mohammad (2006), and Alvarez (2004). The research was a descriptive one with a non-experimental, transactional field design. Data were collected through a survey by using a questionnaire validated by five experts. The reliability of the instrument was obtained by using Cronbach Alpha coefficient (0.98). Metacognitive strategies of attention, understanding, memorization are seldom used by teachers; the repetition indicator shows weaknesses; nevertheless, organization and elaboration are a strength in the teaching-learning strategies. From these results, workshops for teachers to facilitate literacy strategies are recommended.