Neuroeducation: Contributions to learning to read in Primary Education

The teaching of reading and writing is a complex process which requires good planning, adaptation, and prior knowledge. Hence, the importance of teachers being updated with dynamic and efficient methodologies in the development of their classes. The objective of this review article was to identify, through the state of the art review, how neuroscience influences reading and writing acquisition in boys and girls in the early years of school and to create a theoretical reference for teachers for their development and professional work. The results obtained from the analysis and contrast of the literature conclude that neurosciences, pedagogy and education together have substantially contributed theories, procedures, techniques and methodologies for the reading development of children at school in order to achieve an excellent understanding in adulthood. Moreover, It was found the necessity that teachers know much more about neuroeducation to achieve suitable and motivating activities in the development of written in the classroom. In addition, the importance of conducting much more research on the human brain and education.