Aportaciones de la neurociencia al aprendizaje y tratamiento educativo de la lectura

Abstract

What happens in the brain during reading, and how can our understanding of the brain inform how we teach children to read, and help children who are struggling to learn to read, are the main questions of this paper. New directions in reading assessment and instruction are supported by recent advances in the neurosciences. Among these are early identification of potential reading problems through brief, efficient assessment of specific reading skills that predict later reading outcomes; early intervention that systematically targets critical reading processing skills; and the necessity of stimulating all functions of reading. Besides, different studies have examined whether educational remediation ameliorates dysfunctional neural mechanisms in children with reading difficulties, the results suggest that specific educational interventions normalizes disrupted function in brain regions associated with phonological processing. Neuroscience has provided fascinating glimpses into the brain�s development and function. Despite remarkable progress, brain research has not yet been successfully brought to bear in many fields of education. Combining neuroscience and education represents a new frontier in science; as such it will take time and diligence to develop our foundational knowledge in this new field of mind, brain, and education studies.