Neuropedagogy in the development of skills initials of reading and writing

The research project, called "Neuropedagogy in the Development of Initial Literacy Skills," had a mixed approach (quantitative and qualitative). The objective was to determine the potential of neuropedagogy as a methodological tool for improving the development of initial literacy skills in high school children at the Matilde Hidalgo de Procel Educational Unit in the city of Santo Domingo, province of Tsáchilas. The procedural methods used were bibliographic, inductive, deductive, and descriptive. A correlational level of research was also determined, and the methodological design was quasi-experimental. The population consisted of high school teachers and students from the Educational Unit. The sample the study consisted of two groups of 10 high school students, each comprising the control and experimental groups. The information collected was based on the implementation of a pre- and post-test based on strategies related to neuropedagogy oriented to the development of initial reading and writing skills. Finally, the hypotheses posed were Ha = Strategies based on neuropedagogy develop initial reading and writing skills in high school students and Ho = Strategies based on neuropedagogy do not develop initial reading and writing skills in high school students.