Neurolinguistics of Education: Orthography in Peru
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https://doi.org/10.37843/rted.v17i2.517
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Abstract
In Peru, educational institutions are responsible for overcoming gaps in learning goals in regular basic education (EBR). The objective was to analyze studies related to the neurolinguistics of spelling education in Peru. The research was based on a systematic methodology, focusing on a methodical compilation and review of multiple studies, aligning itself with a cognitive and naturalistic paradigm, known as a qualitative paradigm, with a Topical narrative design: the compilation and analysis were narrative-focused on the Neurolinguistics is also documentary in nature because there were reviews of books, articles, technical reports, and databases; The section was longitudinal when understanding the development of linguistic orthographic competence. The PRISMA 2020 method was used; database searches were from Scopus, ProQuest, Scielo, and ScienceDirect. The results were based on articles from 2019 to 2023; during the analysis process, it was refined, leaving 17 articles for systematic review, including theory, techniques, and evaluation of spelling used by researchers. However, more research is needed on strategies for spelling in neurolinguistics. When analyzing the studies related to neurolinguistics, the conclusions conclude that deepening the development of language through the brain and in the teaching-learning of spelling will reflect and innovate the teaching of spelling for the benefit of Peruvian schoolchildren at the primary level.
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