The reading process: implications and contributions of neuroscience and neuroeducation

Abstract

This article immerses the reader in the descriptive analysis of the main characteristics of human behavior, functionality and brain activity during reading, thanks to the knowledge offered by neuroscience. It begins by publicizing the most relevant aspects of neuroscience, then dealing with its involvement in the educational field through neuroeducation and neurodidactics. Likewise, the reader learning process, access routes and cognitive processes involved are exposed in detail. It continues, with the exhibition of the reading areas, and ultimately, it explains how reading occurs. By way of conclusion, various implications of neuroscience in the educational treatment of the teaching and learning of reading are presented. In short, it reflects the way in which neuroscience reveals the possibilities of the human brain in reading tasks, and the ability of this science to work together with educational sciences and thus improve various learning processes.