READING DIFFICULTIES AMONG ELEMENTARY SCHOOL STUDENTS AND THEIR IMPLICATIONS DURING THE PANDEMIC

Abstract

This paper aims to describe scientific productions and publications on literacy and literacy during the pandemic, as well as the challenges of reading and writing for young people in elementary school. When students view content remotely, they have difficulty focusing and concentrating, mainly due to the lack of strategies on the part of educators to remedy students' distraction. It is worth noting that due to the urgency of returning to school without having to stay inactive for too long, the focus was on providing online platforms to make up for the absence of in-person classes in order to maintain the pace. The works used as a basis for bibliographic research complement each other in order to understand the difficulties encountered by students in elementary school during the pandemic, mainly in the literacy and literacy process, as both are the basis for children in reading, decoding, and interpreting texts. Thus, encouraging students to read from the first years of elementary school will ensure that they do not have difficulty focusing, especially when they need to adapt to the virtual environment. It is concluded that the study aims to help future works towards scientific relevance, expanding and problematizing, also open to the current moment and to productions with related themes.