Application of educational neuroscience in improving reading comprehension among primary school students

Abstract

Reading comprehension is an essential skill that directly impacts the academic performance and cognitive development of primary school students in Latin America. Strengthening this skill not only facilitates the interpretation and analysis of texts but also fosters critical thinking and meaningful learning across various knowledge areas. Within this regional context, educational neuroscience has emerged as a fundamental discipline that integrates knowledge from neurobiology, psychology, and pedagogy to offer new insights into how children learn and how teaching processes can be optimised based on brain function. In countries such as Ecuador, Mexico, and Brazil, the relationship between neuroscience and reading comprehension has gained particular significance, demonstrating that understanding brain functions such as attention, memory, and language processing enables the design of more effective pedagogical strategies. The application of neuroeducational principles facilitates personalised interventions that improve the decoding and retention of textual information. This research, conducted through a systematic review, analysed relevant studies published in indexed journals and concluded that integrating educational neuroscience into reading practices created learning environments adapted to children’s cognitive and emotional characteristics, promoting significant progress in reading comprehension within the Latin American context.