Impacto de la Estimulación Cognitiva en el Desarrollo de Habilidades Lectoras en Niños

This article presents the results of a study focused on the impact of a cognitive stimulation program on the development of reading skills in elementary school students. A mixed-method approach was adopted, using a non-experimental correlational design that involved diagnostic tests, student perception surveys, direct observation, and teacher interviews. The sample consisted of 35 students from the “José Ingenieros” Basic Education School, who participated in an eight-week pedagogical intervention. Quantitative results revealed significant improvements in phonological awareness, decoding, reading fluency, and comprehension. On a qualitative level, students showed increased motivation, confidence, and active participation in reading activities. Data triangulation allowed for a comprehensive interpretation of the findings, demonstrating that cognitive stimulation enhances not only technical processes but also the emotional and attitudinal dimensions of reading development. Therefore, it is recommended to incorporate such programs as complementary strategies in school settings aimed at fostering more inclusive, meaningful, and holistic education.