Impacto de la estimulación cognitiva en el desarrollo de la lectoescritura en estudiantes de segundo año de educación básica: Un estudio cuasi-experimental
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: DOI: https://doi.org/10.46296/rc.v9i17.0408 ABSTRACT Objective: To analyze the impact of a cognitive stimulation program on the development of literacy skills in second-grade elementary students. Method: A quasi-experimental pretest-posttest single-group design was implemented, complemented by qualitative analysis. Eighteen students (M = 6.4 years; SD = 0.38) from "13 de Abril" Elementary School in Ventanas, Los Ríos Province, Ecuador, participated. The intervention consisted of 24 sessions of 45 minutes over eight weeks, focusing on activities that strengthened attention, working memory, auditory perception, and phonological awareness. The Literacy Analysis Test (TALE) was applied as pre and post-intervention assessment, along with semi-structured teacher interviews. Results: Paired-samples t-test analyses showed statistically significant differences between pretest and posttest in reading (t(17) = 4.82, p < .001, Cohen's d = 1.14) and writing (t(17) = 3.96, p < .001, d = 0.93). Qualitative analysis revealed improvements in motivation, active participation, and self-regulation of learning. Conclusions: Cognitive stimulation constitutes an effective pedagogical strategy to strengthen precursor skills for literacy, suggesting its integration into the elementary education curriculum. Keywords: cognitive stimulation, literacy, elementary education, executive functions, neuroeducation, pedagogical intervention.
Institution: Universidad Estatal de Bolívar
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7217861925