Neurodidactics as a Facilitator of the Development of Literal and Inferential Reading Levels
DOI:
https://doi.org/10.5281/zenodo.12788979Keywords:
reading comprehension, strategies, didacticsAbstract
Considering that reading is one of the most complex processes for the human being, since it requires a cognitive mechanism for the understanding of what is embodied in the written code, this article is presented with the aim of proposing a neurodidactic strategy that strengthens the levels of literal and inferential reading in the sixth-grade students of the IED San José de Sitio Nuevo. in Colombia, based on a qualitative methodology and from an educational action research approach, focused on analyzing and reflecting on the practices of pedagogical work under the socio-critical paradigm that suggests a joint work to transform reality. A diagnostic test of reading comprehension, a pedagogical diary and a structured interview were applied on the perception that students have about reading, as well as the concepts that teachers have with respect to pedagogical strategies in the educational act and the reading levels of students. The main conclusion points to the need to develop neurodidactic activities focused on strengthening the literal and inferential levels of reading in sixth grade students, taking into account that the teaching of this skill does not only correspond to the subject of Spanish Language, but also derives in the integration of the different areas of knowledge.
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