CLEVER, Esquema Neurodidáctico para Fortalecer Los Procesos Cognitivos de la Competencia Lectora

Abstract

The prioritization of reading competence in the classroom spaces as a learning tool from different disciplinary areas is one of the premises of study of educational entities and has been a focus since the pedagogical inquiry in favor of students. In academic retrospect, recent studies determine reading performance as a necessity, a resource for the development of communication skills. This research aims to design a neurodidactic scheme (CLEVER) to strengthen reading procedures from three areas of incidence: Activation, Training and Experimentation in the fifth-grade primary children of Institución Educativa Distrital Madres Católicas. According to this postulate, the sociocritical paradigm will be addressed from a qualitative approach in the educational action research modality with the analysis of the categories, participant observation, interviews, design of neurodidactic exercises and exploratory tests. The preliminary results corroborated the need for methodologies of emotional stimulation, cognitive control in literacy, and the application of neurodidactic workshops of textual comprehension implemented in the CLEVER scheme. The reading ability entails the activation of neural substrates whose functioning is consolidated through emotions, cognition, and experiences, reinforced by neurodidactic strategies in the situations of interaction and training.