Literacy and reading in the 2nd year of primary education: Perspectives and challenges of literacy at the right age

Abstract

At the end of the 19th century, literacy was seen as simply teaching coding and decoding skills. However, it was realised that children were completing primary school literate but not literate, the so-called functional illiterates. Thus, the objective of this experience report was to understand the implications that interventions based on reading and writing diagnosis can have on the literacy of children in the 2nd year of primary school. This experience report took place in 2025 in the city of Itapipoca-CE, based on the National Common Core Curriculum (BNCC) and the studies by Albuquerque (2007), Araújo, Adão and Modesto (2024) and Ferreiro and Teberosky (1984). The literature showed that children go through different stages in writing. The results present a comparison of two reading and writing assessments applied to the twenty-five students in the class, with five students selected for data exploration. Finally, assessments are important because they allow teachers to identify which stage the child is at and plan actions that will enable them to progress.