Leidy Jhoana Murillo-Quiñones, Yamileth Riascos-Castillo, David Job Morales Neira
Introduction: Literacy is a basic competency in primary education, but many students face difficulties in phonological processing, decoding, and reading comprehension, which justifies the design of pedagogical strategies based on neurolearning. Objective: To characterize a pedagogical strategy based on neurolearning principles, aimed at strengthening the reading and writing process in first-grade students at the Nuevo Amanecer Educational Institution in Cali, Colombia. Methodology: A study was conducted with a mixed approach, descriptive scope, and non-experimental design. The sample consisted of 30 students selected thru convenience sampling. A diagnostic test adapted from PROLEC-R, an observation guide, and a pedagogical diary were used. The proposal was validated thru the judgment of five experts, obtaining a Holsti coefficient of 0.92. Results: 60.0% of the students reached an intermediate level of literacy, 26.7% a low level, and 13.3% a high level. The greatest difficulties were found in the reading of pseudowords (33.3%), grapheme-phoneme recognition, and reading comprehension (30.0% each). Thru qualitative analysis, it was found that motivation, teacher support, and multisensory strategies were factors that favored learning. Discussion: The results confirmed that neurolearning is relevant for strengthening initial literacy. Conclusions: A pedagogical strategy of 20 sessions was designed aimed at the progressive strengthening of phonological, reading, and writing skills thru playful, collaborative, metacognitive, and multisensory activities.