Publisher's Synopsis
The low level of reading comprehension has become one of the most complex problems facing the Colombian education system. This is evidenced by the results of the Saber Pro Tests or Higher Education Quality Exam (ECAES), the reports of the National Educational Information System (Sistema Nacional de Información Educativo). The results show a level of literal comprehension in the reading of texts and difficulties for inference and critical reading; the traditional strategies used to improve reading comprehension levels show their low effectiveness and efficiency; it is also proven that metacognitive contributions are not taken into account for the intervention of cognitive processes in order to develop reading skills. The neuropedagogical proposal is structured with 10 activities to strengthen executive functions from the classroom in order to improve reading comprehension levels based on brain development.
