Estrategias de Comprensión Lectora basadas en la neurociencia, aplicadas en estudiantes de educación secundaria.
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Fecha
2026-07-22
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
En la presente investigación se analiza la problemática de comprensión lectora en estudiantes de secundaria y se plantea como objetivo analizar la evidencia científica sobre estrategias de comprensión lectora basadas en neurociencia, aplicadas en estudiantes del nivel de educación secundaria. Para ello, se desarrolló una investigación de tipo documental y monográfica basada en la revisión de artículos, tesis y trabajos publicados en bases de acceso abierto. Así mismo, se identificó que la neurociencia explica el papel de la atención, la memoria, el lenguaje, la emoción y la neuroplasticidad en el acto de leer. Del mismo modo, se evidenció que, cuando el docente organiza la lectura en tres momentos con activación cognitiva previa, focalización y autorregulación durante la lectura y consolidación posterior mediante productos significativos, y además media en un clima afectivo y multisensorial, los estudiantes mejoran sus niveles literal, inferencial y crítico. En consecuencia, se concluye que las estrategias de comprensión lectora basadas en la neurociencia constituyen una alternativa pedagógica pertinente para fortalecer la comprensión lectora y orientar la práctica docente en la educación secundaria peruana.
This study analyzes the issue of reading comprehension among secondary school students and aims to examine scientific evidence regarding neuroscience-based reading comprehension strategies applied at this educational level. To this end, a documentary and monographic study was conducted, based on a review of articles, theses, and papers published in open-access databases. The study identified that neuroscience explains the roles of attention, memory, language, emotion, and neuroplasticity in the act of reading. Furthermore, evidence showed that when teachers structure reading into three stages—involving prior cognitive activation, focusing and self-regulation during reading, and subsequent consolidation through meaningful outputs—and facilitate the process within an affective, multisensory environment, students improve their literal, inferential, and critical comprehension levels. Consequently, the study concludes that neuroscience-based reading comprehension strategies represent a relevant pedagogical alternative for strengthening reading comprehension and guiding teaching practices in Peruvian secondary education.
This study analyzes the issue of reading comprehension among secondary school students and aims to examine scientific evidence regarding neuroscience-based reading comprehension strategies applied at this educational level. To this end, a documentary and monographic study was conducted, based on a review of articles, theses, and papers published in open-access databases. The study identified that neuroscience explains the roles of attention, memory, language, emotion, and neuroplasticity in the act of reading. Furthermore, evidence showed that when teachers structure reading into three stages—involving prior cognitive activation, focusing and self-regulation during reading, and subsequent consolidation through meaningful outputs—and facilitate the process within an affective, multisensory environment, students improve their literal, inferential, and critical comprehension levels. Consequently, the study concludes that neuroscience-based reading comprehension strategies represent a relevant pedagogical alternative for strengthening reading comprehension and guiding teaching practices in Peruvian secondary education.
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Palabras clave
comprensión lectora, neurociencia educativa, estrategias didácticas, educación secundaria, reading comprehension, educational neuroscience, teaching strategies, secondary education