LEARNING RECOVERY IN READING AND WRITING FROM 3RD TO 5TH GRADE OF ELEMENTARY SCHOOL

Abstract

This article presents a systematic literature review on pedagogical strategies and interventions aimed at learning recovery in reading and writing for students from 3rd to 5th grade of Elementary School. The problem guiding the review is to understand what scientific production reveals about intervention strategies in the face of non-consolidated learning, considering the different terms used in the field — recovery, remediation, reinforcement, intervention and learning recovery. The methodology adopted was a systematic literature review, of a bibliographic nature and qualitative approach, with thematic synthesis and documentation of the search and selection flow according to the PRISMA 2020 guidelines. The search was carried out in the SciELO database (Brazil collection), with descriptors in Portuguese, English and Spanish, from 2016 to 2026, resulting in the inclusion of 16 studies. The results show the predominance of interventions aimed at reading comprehension and fluency, the presence of structured intervention programs applied in the classroom, the relevance of diagnosis as a starting point for the proposals, and the emergence of institutional experiences of parallel recovery. It is concluded that recovering learning does not mean repeating previous teaching, but reorganizing learning conditions based on specific needs, articulating diagnosis, systematic intervention and monitoring of results.