Aportes de la neuroeducación a la lectoescritura digital en alumnos de colegios privados supervisados por la UGEL 01 Lima Centro
DOI:
https://doi.org/10.5281/zenodo.18273861Palabras clave:
neuroaprendizaje, alfabetización temprana, tecnología educativa, comprensión lectora, producción escrita, procesos cognitivosResumen
Analizar los aportes de un programa basado en principios neuroeducativos mediado por tecnologías digitales al desarrollo de la lectoescritura de alumnos de tercero y cuarto de primaria de colegios privados supervisados por la UGEL 01 Lima Centro. Estudio cuantitativo, alcance explicativo y diseño cuasiexperimental con pre y post prueba. Colaboraron 70 alumnos (35 experimental, 35 control) escogidos por medio del muestreo por conveniencia. La intervención se efectuó en 12 sesiones de 45 minutos durante seis semanas, incluyendo tácticas de atención continua, memoria de trabajo y retroalimentación inmediata por medio de la plataforma educativa interactiva. El grupo experimental aumentó elocuentemente sus puntos de comprensión (d = 0,82; p < 0,001), fluidez (d = 0,65; p = 0,003) y producción textual (d = 0,71; p = 0,002) respecto al grupo control. Los análisis de covarianza ratificaron que los efectos se conservaron controlando el nivel inicial, es decir el programa tuvo un efecto claro y sólido en la comprensión, fluidez y producción textual de los estudiantes del grupo experimental, inclusive después de ajustar por sus discrepancias iniciales. El programa neuroeducativo digital se asocia con una mejora significativa en la lectoescritura en contextos privados urbanos. Se aporta un modelo replicable y se sugiere ampliar la intervención a otras UGEL y niveles socioeconómicos.
Descargas
Citas
Brod, G. (2021). Toward an understanding of when prior knowledge helps or hinders learning. npj Science of Learning, 6(1), 1-3. https://doi.org/10.1038/s41539-021-00103-w
Carew, T. J., & Magsamen, S. H. (2010). Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neuron, 67(5), 685-688. https://doi.org/10.1016/j.neuron.2010.08.028
Cartwright, K. B., Lee, S. A., Taboada Barber, A., DeWyngaert, L. U., Lane, A. B., & Singleton, T. (2020). Contributions of executive function and cognitive intrinsic motivation to university students' reading comprehension. Reading Research Quarterly, 55(3), 345-369. https://doi.org/10.1002/rrq.273
Colenbrander, D., Kohnen, S., Smith-Lock, K., Nickels, L., & Brunsdon, R. (2021). Individual differences in the cognitive predictors of spelling: A systematic review and meta-analysis. Journal of Experimental Child Psychology, 208, 105140. https://doi.org/10.1016/j.jecp.2021.105140
Connor, C. M., Mazzocco, M. M., Kurz, T., Crowe, E. C., Tighe, E. L., Wood, T. S., & Morrison, F. J. (2019). Using technology and assessment to personalize instruction: Preventing reading problems. Prevention Science, 20(1), 89-99. https://doi.org/10.1007/s11121-017-0842-9
Dubinsky, J. M., Roehrig, G., & Varma, S. (2019). Infusing neuroscience into teacher professional development. Educational Researcher, 48(6), 317-327. https://doi.org/10.3102/0013189X19857
Dunlosky, J. (2018). Understanding and improving learning: A teacher's guide. Cambridge University Press. https://doi.org/10.1017/9781108264792
Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45-S60. https://doi.org/10.1002/rrq.334
Follmer, D. J. (2018). Executive function and reading comprehension: A meta-analytic review. Educational Psychologist, 53(1), 42-60. https://doi.org/10.1080/00461520.2017.1309295
Graham, S., & Santangelo, T. (2019). A meta-analysis of the effectiveness of teaching handwriting. Educational Psychology Review, 31(1), 187-218. https://doi.org/10.1007/s10648-019-09484-0
Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K. R., & Holzapfel, J. (2018). Effectiveness of literacy programs balancing reading and writing instruction: A meta-analysis. Reading Research Quarterly, 53(3), 279-304. https://doi.org/10.1002/rrq.194
Howard-Jones, P. A., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U., Laurillard, D., & Thomas, M. S. C. (2016). The principles and practices of educational neuroscience: Comment on Bowers. Psychological Review, 123(5), 620-627. https://doi.org/10.1037/rev0000036
Huemer, S., Aro, M., Landerl, K., & Lyytinen, H. (2018). Repeated reading of syllables among Finnish-speaking children with poor reading skills. Scientific Studies of Reading, 14(4), 317-340. https://doi.org/10.1080/10888431003623538
Im, S. H., Cho, J. Y., Dubinsky, J. M., & Varma, S. (2021). Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths. PLoS ONE, 16(2), e0237992. https://doi.org/10.1371/journal.pone.0237992
Kim, Y. S., & Graham, S. (2022). Expanding the direct and indirect effects model of writing (DIEW): Dynamic relations of component skills to various writing outcomes. Journal of Educational Psychology, 114(2), 215-238. https://doi.org/10.1037/edu0000564
Kraft, M. A. (2020). Interpreting effect sizes of education interventions. Educational Researcher, 49(4), 241-253. https://doi.org/10.3102/0013189X20912798
Limpo, T., & Alves, R. A. (2018). Effects of planning strategies on writing dynamics and final texts. Acta Psychologica, 188, 97-109. https://doi.org/10.1016/j.actpsy.2018.06.001
Limpo, T., Alves, R. A., & Connelly, V. (2020). Examining the transcription-writing relationship with new evidence from primary-grade writers. Reading and Writing, 33(6), 1531-1554. https://doi.org/10.1007/s11145-019-10008-1
Lipina, S. J., & Segretin, M. S. (2015). Strengths and weakness of neuroscientific investigations of childhood poverty: Future directions. Frontiers in Human Neuroscience, 9, 53. https://doi.org/10.3389/fnhum.2015.00053
Mateus, L., Braslavsky, C., & Vaillant, D. (2022). Políticas de alfabetización inicial en América Latina: Desafíos tras la pandemia. Revista Latinoamericana de Educación Comparada, 13(21), 45-67. https://doi.org/10.14482/esal.21.045.67
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355
Mercado, J. L., & Miranda, M. I. (2022). From neurobiological discovery to educational practice: Opportunities, challenges, and reflections. Mind, Brain, and Education, 16(1), 5-13. https://doi.org/10.1111/mbe.12305
Nouwens, S., Groen, M. A., Kleemans, T., & Verhoeven, L. (2021). The role of executive functions in children's literacy and maths skills. Educational Psychology Review, 33(1), 109-142. https://doi.org/10.1007/s10648-020-09560-3
Ozernov-Palchik, O., & Gaab, N. (2016). Tackling the 'dyslexia paradox': Reading brain and behavior for early markers of developmental dyslexia. Wiley Interdisciplinary Reviews: Cognitive Science, 7(2), 156-176. https://doi.org/10.1002/wcs.1383
Paas, F., & Sweller, J. (2022). Cognitive load theory in perspective. In R. Zheng (Ed.), Cognitive load measurement and application: A theoretical framework for meaningful research and practice (pp. 237-244). Routledge. https://doi.org/10.4324/9781003033202
Papadopoulos, T. C., Spanoudis, G., & Georgiou, G. K. (2021). Digital games and early literacy: A review of the evidence. Journal of Computer Assisted Learning, 37(4), 1028-1048. https://doi.org/10.1111/jcal.12536
Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48-76. https://doi.org/10.1037/bul0000124
Peng, P., & Kievit, R. A. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15-20. https://doi.org/10.1111/cdep.12352
Protopapas, A., Altani, A., & Georgiou, G. K. (2018). The role of pause length in oral reading. Journal of Educational Psychology, 110(7), 902-920. https://doi.org/10.1037/edu0000246
Rasinski, T., Paige, D. D., Rains, C., Stewart, F., Julovich, B., Prenkert, J., Nichols, W., & Rupley, W. H. (2021). Reading fluency: More than fast and accurate reading. Journal of Literacy Research, 53(2), 258-281. https://doi.org/10.1177/1086296X211003863
Roediger, H. L., Putnam, A. L., & Smith, M. A. (2018). Ten benefits of testing and their applications to educational practice. In B. H. Ross (Ed.), Psychology of learning and motivation (Vol. 55, pp. 1-36). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00001-6
Rossi Casé, L., Neer, R. H., & Lopetegui, M. S. (2022). Neurociencia y educación en América Latina: Desafíos de la interdisciplina. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(1), 1-22. https://doi.org/10.11600/rlcsnj.20.1.4582
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w
Schwartz, D. L., Cheng, K. M., Salehi, S., & Wieman, C. (2019). The half empty question for socio-cognitive interventions. Journal of Educational Psychology, 111(2), 367-390. https://doi.org/10.1037/edu0000295
Skeide, M. A., & Friederici, A. D. (2016). The ontogeny of the cortical language network. Nature Reviews Neuroscience, 17(5), 323-332. https://doi.org/10.1038/nrn.2016.23
Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492. https://doi.org/10.1111/jcpp.12973
Tokuhama-Espinosa, T. (2019). Five pillars of the mind: Redesigning education to suit the brain. W. W. Norton & Company.
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 2. https://doi.org/10.1186/s41235-017-0087-y
Yeatman, J. D., Tang, K. A., Donnelly, P. M., Yablonski, M., Ramamurthy, M., Karipidis, I. I., Caffarra, S., Takada, M. E., Kanopka, K., Ly, J., Oro, M., & Domingue, B. W. (2021). Rapid online assessment of reading ability. Scientific Reports, 11(1), 6396. https://doi.org/10.1038/s41598-021-85907-x
Yu, X., Raney, T., Perdue, M. V., Zuk, J., Ozernov-Palchik, O., Becker, B. L. C., Raschle, N. M., & Gaab, N. (2018). Emergence of the neural network underlying phonological processing from the dorsal and ventral pathways: A 7-year longitudinal study. Developmental Cognitive Neuroscience, 34, 97-106. https://doi.org/10.1016/j.dcn.2018.09.003
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Revista Arbitrada de Educación Contemporánea
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
