Teaching strategies based on cognitive neuroscience for reading development in first-grade students at the Álvaro Obregón Elementary School

Authors

  • Luis Andrés Flores Reyes Instituto de Estudios Superiores ISIMA
  • Julio Álvarez Botello Instituto de Estudios Superiores ISIMA
  • Eva Martha Chaparro Salinas Instituto de Estudios Superiores ISIMA

DOI:

https://doi.org/10.51896/rilco.v7i27.966

Keywords:

Neuroscience, reading comprehension, teaching strategies, elementary education, learning motivation

Abstract

This paper presents a didactic proposal based on cognitive neuroscience to enhance reading development among first-grade students at “Álvaro Obregón” Elementary School, located in San Mateo Atenco, State of Mexico. The study follows a qualitative interpretive approach, using interviews, classroom observation, and documentary analysis. The main barriers identified include lack of motivation, limited early reading exposure, and insufficient pedagogical strategies. Based on this diagnosis, three core intervention lines were proposed: playful reading activities, reading circles, and content diversification. These strategies were designed according to key principles from neuroscience, including emotional attention, long-term memory, and neuroplasticity. The study concludes that pedagogical planning aligned with neuroscience insights significantly strengthens reading acquisition in early grades.

References

Dehaene, S. (2009). Reading in the Brain: The New Science of How We Read. Penguin.

Dehaene, S. (2009). Reading in the Brain: The New Science of How We Read. Viking.

Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 429. https://doi.org/10.3389/fpsyg.2012.00429

Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research (5th ed.). SAGE Publications.

Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill.

Immordino-Yang, M. H. (2016). Emotions, Learning, and the Brain. Norton.

Immordino-Yang, M. H. (2016). Emotions, Learning, and the Brain. Norton.

Jensen, E. (2008). Teaching with the brain in mind (2nd ed.). ASCD.

Tokuhama-Espinosa, T. (2018). Neurociencia para educadores. Paidós.

Tokuhama-Espinosa, T. (2018). Neurociencia para educadores. Paidós.

Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE.

Downloads

Published

2025-09-08

How to Cite

Flores Reyes, L. A., Álvarez Botello, J., & Chaparro Salinas, E. M. (2025). Teaching strategies based on cognitive neuroscience for reading development in first-grade students at the Álvaro Obregón Elementary School. Revista De Investigación Latinoamericana En Competitividad Organizacional, 7(27), 121–125. https://doi.org/10.51896/rilco.v7i27.966

Issue

Vol. 7 No. 27 (2025): August

Section

Artículos

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.

Usted es libre de:

  • Adaptar — remezclar, transformar y construir a partir del material

Bajo los siguientes términos: