Neurodidactic Strategy for Reading Comprehension in Sixth Grade General Basic Education Students

Abstract

Introduction: This study addresses the reading comprehension difficulties of sixth-grade students in Basic General Education, linked to low attention, motivation, and limited metacognitive strategies. Based on neurodidactics, which integrates neuroscience and education (Ávila Benito, 2021), a strategy is proposed to strengthen reading comprehension by activating cognitive and emotional processes. Materials and methods: A mixed-methods approach was used with a sample of 25 students, applying theoretical (analysis-synthesis) and empirical (surveys, interviews, observation, diagnostic test) methods. A neurodidactic strategy structured in six progressive modules, integrating multisensory, metacognitive, and role-playing activities, was designed and partially implemented. Results: The intervention showed significant improvements: sustained attention increased from 48% to 84%, reading motivation from 29% to 76%, and inferential comprehension from 32% to 72%. The students also demonstrated greater self-reflection (metacognition) and active participation. Discussion: The results validate the theoretical principles of brain plasticity and multisensory learning. The proposal was highly valued by experts for its relevance (4.8/5), applicability (4.7/5), and sustainability (4.6/5), confirming its alignment with the needs of the context and its feasibility for implementation with minimal resources. Conclusions: The neurodidactic strategy proved to be an effective and viable tool for improving reading comprehension, transforming the reading experience into a more motivating, reflective, and meaningful process. Therefore, its systematic curricular integration is recommended.