GONZAGA BETANCURTH, Luisa Elizabeth. Reading and writing’ introduction base on neuro-functions development. []. , 17, 78, pp. 322-330.   02--2021. ISSN 1990-8644.

Within educational process, neuro-functions are not valued as an indispensable prerequisite to face formal process of reading and writing, which creates obstacles in students when they begin to read and write, thus this article has as main objective to know the incidence between two variables. In this sense, different authors’ criteria are investigated, which allow analyzing their development in ages from 5 to 6 years old. Under this context, 25 second-year-students of basic general education at “Honduras” Primary School were considered to whom two evaluation instruments were applied, to assess evolution level of neuro-functions as well reading and writing process. Numerical measurement and statistical analysis were used to test the hypothesis, with a descriptive and correlational range, as it measures the two variables relationship. It is concluded that 17 neuro-functional areas should be developed jointly, as they prevent risks, delays and future difficulties in students in any context to guarantee educational quality.

: Neuro-functions; reading and writing process; school readiness; skills; abilities.

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