Reading is an essential skill for personal, social, and professional development, as it facilitates access to information, autonomy, and active participation in society. In line with the fourth Sustainable Development Goal, this article presents an innovative literacy strategy aimed at reducing illiteracy and promoting lifelong learning. The proposed approach, titled Reading primer based on different mouth positions” is grounded in the visual representation of mouth shapes to support the recognition of phonemes in Spanish, a language known for its phonological transparency. This methodology has been applied in real educational settings with children aged 6 to 12, adults with learning difficulties, and foreign individuals who require language skills for social integration or professional purposes. It has been used particularly with Romani, Moroccan, and Chinese students. Additionally, it has been implemented with people invulnerable situations, including those with Down syndrome, autism spectrum disorder, mild to moderate intellectual disabilities, selective mutism, ADHD, early stages of Alzheimer’s disease, stroke, and hearing impairments. Used by professionals across various fields in Spanish- and Portuguese-speaking countries—such as teachers, speech therapists, speech-language pathologists, and families in Spain, Argentina, Brazil, Mexico, and Colombia—this tool shows potential for implementation in intercultural contexts, particularly within Chinese culture.
| Published in | Science Innovation (Volume 13, Issue 3) |
| DOI | 10.11648/j.si.20251303.15 |
| Page(s) | 43-46 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Literacy, Illiteracy, Teaching, Reading, Innovation, Spanish, 2030 Agenda, Adult Learning
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| [7] | Rejón Santiago, I. (2019). Reading primer based on different mouth positions. Editorial Círculo Rojo. |
| [8] | Rejón Santiago, I. (2023). Innovation in Reading Spanish. Atena Editora. |
| [9] | Rejón Santiago, I. (2023). Innovación en la lectura. En Varios autores, Libro resumen científico I Congreso Iberoamericano del Pensamiento Transformacional “Transformemos el mundo”: 8, 9 y 10 de marzo, 2023. Universidad de Granada / Editorial Piensa Diferente. |
APA Style
Santiago, I. R. (2025). Innovation in Reading Spanish. Science Innovation, 13(3), 43-46. https://doi.org/10.11648/j.si.20251303.15
ACS Style
Santiago, I. R. Innovation in Reading Spanish. Sci. Innov. 2025, 13(3), 43-46. doi: 10.11648/j.si.20251303.15
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Download@article{10.11648/j.si.20251303.15,
author = {Irene Rejón Santiago},
title = {Innovation in Reading Spanish
},
journal = {Science Innovation},
volume = {13},
number = {3},
pages = {43-46},
doi = {10.11648/j.si.20251303.15},
url = {https://doi.org/10.11648/j.si.20251303.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251303.15},
abstract = {Reading is an essential skill for personal, social, and professional development, as it facilitates access to information, autonomy, and active participation in society. In line with the fourth Sustainable Development Goal, this article presents an innovative literacy strategy aimed at reducing illiteracy and promoting lifelong learning. The proposed approach, titled Reading primer based on different mouth positions” is grounded in the visual representation of mouth shapes to support the recognition of phonemes in Spanish, a language known for its phonological transparency. This methodology has been applied in real educational settings with children aged 6 to 12, adults with learning difficulties, and foreign individuals who require language skills for social integration or professional purposes. It has been used particularly with Romani, Moroccan, and Chinese students. Additionally, it has been implemented with people invulnerable situations, including those with Down syndrome, autism spectrum disorder, mild to moderate intellectual disabilities, selective mutism, ADHD, early stages of Alzheimer’s disease, stroke, and hearing impairments. Used by professionals across various fields in Spanish- and Portuguese-speaking countries—such as teachers, speech therapists, speech-language pathologists, and families in Spain, Argentina, Brazil, Mexico, and Colombia—this tool shows potential for implementation in intercultural contexts, particularly within Chinese culture.
},
year = {2025}
}
TY - JOUR T1 - Innovation in Reading Spanish AU - Irene Rejón Santiago Y1 - 2025/06/22 PY - 2025 N1 - https://doi.org/10.11648/j.si.20251303.15 DO - 10.11648/j.si.20251303.15 T2 - Science Innovation JF - Science Innovation JO - Science Innovation SP - 43 EP - 46 PB - Science Publishing Group SN - 2328-787X UR - https://doi.org/10.11648/j.si.20251303.15 AB - Reading is an essential skill for personal, social, and professional development, as it facilitates access to information, autonomy, and active participation in society. In line with the fourth Sustainable Development Goal, this article presents an innovative literacy strategy aimed at reducing illiteracy and promoting lifelong learning. The proposed approach, titled Reading primer based on different mouth positions” is grounded in the visual representation of mouth shapes to support the recognition of phonemes in Spanish, a language known for its phonological transparency. This methodology has been applied in real educational settings with children aged 6 to 12, adults with learning difficulties, and foreign individuals who require language skills for social integration or professional purposes. It has been used particularly with Romani, Moroccan, and Chinese students. Additionally, it has been implemented with people invulnerable situations, including those with Down syndrome, autism spectrum disorder, mild to moderate intellectual disabilities, selective mutism, ADHD, early stages of Alzheimer’s disease, stroke, and hearing impairments. Used by professionals across various fields in Spanish- and Portuguese-speaking countries—such as teachers, speech therapists, speech-language pathologists, and families in Spain, Argentina, Brazil, Mexico, and Colombia—this tool shows potential for implementation in intercultural contexts, particularly within Chinese culture. VL - 13 IS - 3 ER -
Educational Sciences Faculty, Granada University, Granada, Spain
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