Estrategias didácticas para el desarrollo de la lectoescritura en 2.° año de EGB desde los aportes de la neurociencia cognitiva

Abstract

Acquiring literacy at an early age is essential for children in order to have success at different levels of schooling, and eventually to have the opportunity to contribute to the transformation of society. During the pre-professional practices carried out in a School of Basic Education Isaac Antonio Chico (in the year 2019), specifically in the second year of General Basic Education(EGB), parallel “A” we made participant observation and documented difficulties of the students in the development of reading and writing. The present work aims to provide knowledge to address this problem, specifically, with the design of didactic strategies based on cognitive neuroscience. We chose to explore this scientific field based on its relationship with the teaching-learning process (hereinafter, TLP). Cognitive neuroscience studies how the brain learns; therefore, it provides various suggestions for the development of an effective TLP. The model of research that guided this work was the Participative Action Research. The results found after the application of teaching strategies were highly satisfactory. An increase in reading and writing skills was corroborated by tests before and after the intervention. The design and validation of teaching strategies is a small contribution of this work to the language teaching in Basic Education.