Dear Editor:
The Education Quality Agency presented “Impulso Lector,” a tool that will be administered nationwide to 278,000 second-grade students and will assess pre-reading skills, comprehension, and fluency, with the aim of identifying those who require additional support.
The initiative represents a significant step forward for the country, but it also raises a question: if we want all girls and boys to be able to read with comprehension by the 2nd grade, why wait until then to find out how the skills that make this possible are developing?
Based on the experience of the Oportunidad Educational Foundation, we know that the path to reading begins in early childhood education, with the development of oral language, vocabulary, comprehension, and phonological awareness. If these skills are developed from an early age, it is essential to monitor their progress in a timely manner using age-appropriate assessment tools.
“Impulso Lector” opens the discussion on the need to assess language development starting in early childhood education, in order to determine early on how children are faring as they enter elementary school. This is not about starting school earlier or establishing rankings, but rather about identifying gaps early on, guiding teaching practices, and providing timely support. If we want everyone to read comprehensively by the 2nd grade, we must take action much sooner.
María de la Luz González
Executive Director
Oportunidad Educational Foundation