Abstract
Illiteracy problems in Latin America cannot be faced successfully without taking into account what actually happens at the beginning of primary school. Almost all children enter primary school, but those from marginal sectors of the population repeat the first grades one or more times and leave school before completion. Nonpromotion and low retention constitute the evidence of a deeper problem. Traditional school practices make the beginning of literacy more difficult precisely for those children who are more dependent on school help. The present situation may be overcome on the basis of research results generated in Latin America as well as innovative pedagogical experiences to improve literacy acquisition. If failure at the beginning of primary school continues as it is, the children of today will become the low-literate adults of tomorrow.
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