Exploring the influence of neuroscience on literacy: A systematic review
Main Article Content
Abstract
The purpose of this article is to demonstrate how neuroscience can be used as a cognitive stimulant to counteract the lack of interest in reading and writing processes in childhood. It highlights the importance of primary education in the cognitive development of children, as well as the relevance of neuroscience in understanding the brain processes associated with reading and writing. It also mentions that learning to read is fundamental in human development and that it begins at an early age, being transcendent in the development of vocabulary and phonology. This research was supported by a systematic review, which included previous studies and research on reading and writing and neuroscience as categories of analysis. It is emphasized that reading and writing not only enrich academic knowledge, but also strengthen critical and creative thinking skills, as well as the development of motor and linguistic skills; therefore, it implies an interactive process of cognitive complexity.
Article Details
Section
How to Cite
References
1. Acevedo, F., Gómez, G. (2021). Literature and inclusion: influences of reading and literary training on inclusive education in the city of Medellín, Colombia. Inter-American Journal of Library Science, 44(2), 1–14. https://doi.org/10.17533/udea.rib.v44n2e335710
2. Arteaga Rolando, M. A., & Carrión-Barco, G. (2022). Reading and writing model. Perceptions and challenges from conceptual pedagogy. Revista Conrado, 18(84), 84-91. https://conrado.ucf.edu.cu/index.php/conrado/article/view/2213/2147
3. Ayala-Mendoza, A. E., & Gaibor-Ríos, K. A. (2021). Learning Reading and Writing in Times of Pandemic.Challenges of Science. 5(e).13 22. https://doi.org/10.53877/rc.5.e.20210915.02
4. Benítez, M. A., Díaz, V., & Justel, N. R. (2023). Influence of context on children's cognitive development: a systematic review. Latin American Journal of Social Sciences, Childhood and Youth, 21(2), 1 http://www.scielo.org.co/scielo.php?pid=S1692-715X2023000200099&script=sci_arttext
5. Calero-Brito, P. ., Zapata-Mocha, E. ., Burbano-Santamaría, S. ., & Moyón-Coronel, E. . (2024). Fine motor skills for students' writing development: literature review. 593 Digital Publisher CEIT | ISSN 2588-0705, 9(1-1), 51-65. https://doi.org/10.33386/593dp.2024.1-1.2261
6. Canquiz-Rincón, L., Mayorga-Sulbarán, D., & Sandoval-Fontalvo, C. (2021). Didactic planning for the development of reading comprehension. Ocnos. Journal of Studies on Reading, 20(2), 96–106. https://doi.org/10.18239/ocnos_2021.20.2.2404
7. Cárate Ronquillo, K. de las M., Casillas Montaluisa, B. L., & Fauta Ramos, S. L. (2024). The methodology of learning reading and writing in the teaching process. Prometheus Scientific Knowledge, 4(1), e81. https://doi.org/10.55204/pcc.v4i1.e81
8. Cassany D. Learning Spanish as a foreign language (and other L2) in informal contexts. (2022). Cuadernos CANELA, 33, 523https://www.cuadernoscanela.org/index.php/cuadernos/article/view/232
9. Cuasapud Morocho, J. J., & Maiguashca Quintana, M. I. (2023). Playful strategies for the improvement of reading and writing in students of Basic General Education. UISRAEL Scientific Journal, 10(1), 151–165. https://doi.org/10.35290/rcui.v10n1.2023.694
10. Chaverra R. , A. J., & Mosquera Córdoba , A. A. (2023). Use of anecdotes to strengthen reading and writing skills. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 11148-11170. https://doi.org/10.37811/cl_rcm.v7i1.5325
11. Dehaene, S. (2023). Neuroscience tells us how we learn to read. . Universidad del Norte. https://www.uninorte.edu.co/es/web/grupo-prensa/w/stanislas-dehaene-la-neurociencia-nos-explica-como-aprendemos-a-leer#:~:text=De%20acuerdo%20con%20Dehaene%2C%20al,el%20reconocimiento%20de%20las%20letras.
12. Fonseca LE. (2021). The teaching of reading and writing in Argentina. Reflections and contributions from neurosciences and neuroeducation; 2(2): 99-108. doi: 10.1344/joned.v2i2.37527
13. Fonseca L., (2022). The teaching of reading and writing in Argentina. Reflections and contributions from neurosciences and neuroeducation. Journal Of Neuroeducation. https://revistes.ub.edu/index.php/joned/article/view/37527/37631
14. Gauvain, R. Richert M. (2023) Cognitive Development. Encyclopedia of Mental Health (Third Edition), Pages 430-437 https://www.sciencedirect.com/science/article/abs/pii/B9780323914970000485?via%3Dihub
15. González L., M. (2020). Skills to develop reading and writing in primary school children. Revista Estudios En Educación, 3(4), 45-68. Retrieved from http://ojs.umc.cl/index.php/estudioseneducacion/article/view/83
16. Guaraca Campoverde, C. O., & Erazo Ãlvarez, J. C. (2022). Innovative teaching strategies to strengthen the reading and writing of children with learning difficulties in primary school. Mastery of the Sciences, 8(3), 2460–2477. https://dominiodelasciencias.com/ojs/index.php/es/article/view/3011
17. Gutiérrez Fresneda, R. (2022). Influence of cognitive reading strategies on improving comprehension skills in primary school students. Research on Reading, 17(2). https://doi.org/10.24310/isl.vi18.15140
18. Luna-Miranda, C. J., García-Herrera, D. G., Castro-Salazar, A. Z., & Erazo-Álvarez, J. C. (2020). Alternative use of ICT in Basic Elementary Education to develop reading and writing. Interdisciplinary Peer-Reviewed Journal Koinonia, 5(1), 711–730. https://doi.org/10.35381/r.k.v5i1.806
19. Madroñero Cerón, E. S. (2024). Sensations and interests that mobilize reading in fifth grade students. University and Society 16(1), 163-173 Retrieved from https://rus.ucf.edu.cu/index.php/rus/article/view/4364
20. Mahecha O., A (2024). Systematic review of writing practices in the Colombian educational scenario. Sophia Journal of Studies in Education, Vol. 9 No. 1. https://revistas.ugca.edu.co/index.php/sophia/article/view/1319/1818
21. Montes-Robinson, E., Sánchez-Caluña, C., & Luna-Sánchez, E. (2023). Neurodidactics and its link with the learning of reading and writing. CIENCIAMATRIA, 9(2), 448-462. https://doi.org/10.35381/cm.v9i2.1156
22. Montejo U., I. (2024). The Action of Teachers in the Detection of Students with Specific Learning Disorders (ASD) in a Rural Primary School. Multidisciplinary Journal of Latin Science, Vol 8. No. 1. https://www.ciencialatina.org/index.php/cienciala/article/view/9736/14360
23. Onieva López, J. L., Maqueda Cuenca, E., Felipe Morales, A. ., & García Ruiz, M. A. . (2021). Neuroscientific study on the reading process in primary school students with paper and digital textbooks. Reading Research, (16), 1–31. https://doi.org/10.24310/isl.vi16.13683
24. Oyola, E. (2023). Analysis of the relationship between academic performance and lack of reading and writing skills in students in the third year of basic education. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 1336-1351. https://doi.org/10.37811/cl_rcm.v7i2.5403
25. Rosell R, Juppet, M, Ramos, Y, Ramírez, R, & Barrientos, N. (2020). Applied neuroscience as a new tool for education. Corporación Universidad de la Costa. Option, Year 36, Regular No.92 (2020): 792-818 ISSN 1012-1587/ISSNe: 2477-9385
26. Sanmartín González, M. R., Curipoma Silva, G. E., Bermeo Sinchi, J. E., & Pullaguari Uchuari, B. L. (2023). Main problems in the process of reading and writing learning in the first years of schooling. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 10910-10929. https://doi.org/10.37811/cl_rcm.v7i2.6172
27. Sapatanga D, Cárdenas, (2021) Didactic strategy for the development of reading and writing in the virtual modality, Interdisciplinary Referee Journal Koinonia. http://dx.doi.org/10.35381/r.k.v6i3.1317
28. Socorro M., E. (2024). Sensations and interests that mobilize reading in fifth grade students. UNIVERSITY AND SOCIETY MAGAZINE Vol 16. No. 1. https://rus.ucf.edu.cu/index.php/rus/article/view/4364/4267
29. Solé I. (1997) Reading Strategies. 2nd edition. Editorial Grao: Barcelona.
30. Solórzano Álava, W. L. ., Rodríguez Rodríguez , A. ., & García Macías , V. M. . (2023). The Teaching–Learning of Neuroscience in Higher Education. Peer-reviewed Scientific Journal https://editorialalema.org/index.php/pentaciencias/article/view/479
31. Ulco S. L., & Baldeón E., P. (2020). Information and communication technologies and their influence on reading and writing. Conrad, 16(73), 426-433. Epub Apr 02, 2020. Retrieved August 10, 2024, from http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442020000200426&lng=es&tlng=es.
32. Vargas K, Jara M., Lozada M. (2019) Influence of Neuroscience on Learning to Read and Write. Revista Universidad, Ciencia y Tecnología Especial (2) https://uctunexpo.autanabooks.com/index.php/uct/issue/view/16
33. Yagual C., G. (2024). Literacy; Montessori; comparison; high school; advantages; movable alphabet. Magazine 593 Digital Publisher https://www.593dp.com/index.php/593_Digital_Publisher/article/view/2012