Neurocognitive Theories of Reading and Literacy Methods
DOI:
https://doi.org/10.15448/1984-4301.2021.2.38792Keywords:
Literacy, Methods, Reading learning, Reading difficulty, Neurobiology of readingAbstract
In the third year of elementary school, after three full school years, 22% of students can read only single words in Brazil (SAEB/ANA, 2016). Difficulties with reading and writing are associated with the teaching method and the absence of appropriate literacy practices. Most children that have learning difficulties can overcome it with proper instruction. The central issue discussed in this article is that for the children to learn to read, it is necessary to explicitly teach them to read. Therefore, this paper aim to (1) discuss and bring effective examples of how neuroscientific theories of reading can help us find the more effective method of literacy and teaching reading, and (2) the creation of an informative brochure for elementary school teachers, whose focus is to illustrate and make practical suggestions on scientific evidence-based literacy. Based on evidence from neuroscientific studies that underline the importance of teaching the alphabetical principle and the development of phonological awareness, we have prepared a pamphlet with practical tips and techniques for teaching reading based on the phonic method, a method that corresponds to the evidence from neuroscientific studies reviewed in this article.
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