Literacy as a Neurocognitive System
DOI:
https://doi.org/10.5294/edu.2019.22.3.5Keywords:
Reading learning, cognition, phonologic awareness, language didactic, reading teaching, phonetics, cognitive processAbstract
Lectoescritura como sistema neurocognitivo
Lectoescrita como sistema neurocognitivo
Literacy in general, phonological awareness, the foundations of language neuroanatomy and dyslexia are analyzed. Accordingly, it can be suggested that a wider circuit is configured around the internal speech circuit: the internal literacy circuit. This internal literacy circuit allows us to understand that phonological awareness involves a series of interconnections among four systems: orthographic and phonological production; phonological and orthographic recognition (with special emphasis on the last two systems, in the case of reading alone); the characterization of the literacy system and phonological awareness in neurocognitive terms. This indicates that teachers should continue working with rhymes, riddles and songs because they contribute decisively to stimulating and developing phonological awareness, which is in turn fundamental to learning to read.
Para citar este artículo / To reference this article / Para citar este artigo
Gil, J. M. (2019). Lectoescritura como sistema neurocognitivo. Educación y Educadores, 22(3), 422-447. DOI: https://doi.org/10.5294/edu.2019.22.3.5
Recibido: 11/07/2018
Aceptado: 08/10/2019
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