Effectiveness of the Minjares Method in developing phonological awareness in second grade Basic General Education students: a systematic review
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Initial literacy in Latin America continues to show significant gaps and requires the evaluation of methods that strengthen phonological awareness during the early years of schooling. This study aimed to systematically analyze the effectiveness of the Minjares Method among second-grade Basic General Education students. A qualitative, documentary, longitudinal, deductive, and exploratory systematic review was conducted through structured searches and the synthesis of heterogeneous evidence, without meta-analysis. The results showed an absence of quantitative studies simultaneously evaluating the Minjares Method, phonological awareness, and second-grade students; however, its components showed correspondence mainly with syllabic processes. Indirect evidence on phonological awareness stimulation showed favorable outcomes, although these could not be attributed to the method under study. These findings indicate that the pedagogical plausibility of the Minjares Method does not necessarily imply empirically demonstrated effectiveness. It was concluded that the available evidence was insufficient to quantify its specific effect; therefore, experimental or quasi-experimental evaluations using standardized phonological measures are required.
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