Abstract

SILVA, Daiane Marques  and  VAL BARRETO, Gustavo de. Contributions of neuroscience and learning of reading in the literacy phase. Rev. psicopedag. [online]. 2021, vol.38, n.115, pp. 79-90. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20210007.

This study aims to understand how children learn to read, which is not a natural task. The teaching-learning process requires cognitive effort on the part of the child and adequate and systematic exercises. Learning to read involves several visual, phonological, semantic and linguistic processes, activating different parts of the child's brain. To understand this process, we carried out a state of knowledge, which is a bibliographic study, in the neuroscience field in dialogue with education. The development occurred through the search and discussion of scientific articles published in the last ten years concerning neuroscience contributions on the process of learning to read in the literacy phase in the school context. From the analysis of the selected articles, it was found that the model called double route can explain how children learn to read and that the development of phonological skills is indispensable in this process.

Keywords : Reading; Neuroscience; Learning; Literacy.

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