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.18273861Palavras-chave:
neuroaprendizaje, alfabetización temprana, tecnología educativa, comprensión lectora, producción escrita, procesos cognitivosResumo
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.
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