Initial learning of reading through the contributions of neuroscience to the educational field

Abstract

The impact of neuroscience in our society and especially in the field of education offers important consequences for the processing and development of learning, although few studies have been carried out on its impact on academic learning. In order to better understand the impact that this field of knowledge has on the process of reading acquisition, this work is carried out, which aims to analyze, through an intervention program, whether the findings proposed by neuroscience for the facilitation of learning school affect the progress of learning to read. A quasi-experimental design of comparison between groups with pretest and posttest measures was used. A total of 428 pupils aged 5-6 years participated. The results point to the potential value of instruction and support the development of teaching models that integrate neuroscience contributions to the process of early reading acquisition.