Núñez-Naranjo, Aracelly Fernanda
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Preferred name
Núñez-Naranjo, Aracelly Fernanda
Main Affiliation
Ambato
Email
fernandanunez@uti.edu.ec
ORCID
Scopus Author ID
57918896500

Research Output
Now showing 1 - 3 of 3
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Publication

Phonological Awareness and Reading Skills: Impact in the Digital Society

2025 , Alba Yépez-Moreno , Núñez-Naranjo, Aracelly Fernanda , Catya Torres-Cordero , Patricia Lucero-Albán , Ximena Andrade-Cáceres , María Quimbiulco-García

This study investigates the factors influencing the development of phonological awareness and its impact on reading skills among third-year basic education students. Employing a descriptive-exploratory approach at a correlational level, it is based on a comprehensive review of bibliographic sources and field-collected data. The Phonological Knowledge Evaluation Test (PECO) was used to measure phonological awareness, evaluating the manipulation of syllables and phonemes. To assess reading skills, the revised Battery of Evaluation of Reading Processes (PROLEC-R) was utilized. The results reveal significant associations between phonological awareness and lexical, semantic, and syntactic processes, although difficulties in reading comprehension persist. It is concluded that reading challenges could be linked to communicational variables within the context of a digital society, dominated by multimedia stimuli. This study highlights the importance of strengthening phonological awareness from the early stages of education to improve reading skills in basic education students.

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Teaching Leadership and Pedagogical Performance of the Teaching Staff

2024 , Núñez-Naranjo, Aracelly Fernanda , Marcelo Castillo-Bustos , Sebastián Parra-Real , Alba Yépez-Moreno

This work examines the relationship between teaching leadership and pedagogical performance among educators in their socio-professional role. It involved a quantitative, cross-sectional study with 50 teachers from a Private Educational Unit in Ambato, Ecuador, during the 2023-2024 school year. Participation was voluntary and adhered to ethical research principles recognized internationally. Survey data were analyzed using descriptive statistical techniques to understand response distribution and explore variable relationships. The findings reveal a high level of teaching leadership characterized by both implicit and explicit influence and a strong focus on student learning. The study demonstrated elevated levels of effective pedagogical performance in socioeducational processes. Spearman correlation analysis indicates a moderate to strong positive correlation between teaching leadership and pedagogical performance, suggesting a bidirectional relationship. Therefore, it is important to consider implementing actions that enhance these variables in the socio-educational context to promote educational quality and student success.

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Neuroeducation as a Pillar of Inclusion: The Application of Cognitive Science in Inclusive Pedagogy

2026 , Mantilla, Mónica , Alba Yépez-Moreno , Núñez-Naranjo, Aracelly Fernanda

Neuroeducation, as an emerging discipline, builds a bridge between advances in cognitive science and inclusive pedagogical practice. This study presents a critical review of recent literature aimed at analyzing how principles such as neuroplasticity, multisensory learning, Universal Design for Learning (UDL), and the integration of assistive technologies can optimize educational environments through an evidence-based neuroeducational approach. The study emphasizes the role of inclusive education in addressing educational diversity, highlighting the value of cognitive science in understanding individual learning profiles. Additionally, the roles of explainable artificial intelligence (XAI) and human-centered computing are examined as catalysts for personalizing instruction according to students’ cognitive and emotional profiles. A qualitative methodology with thematic analysis was adopted, focusing on identifying structural barriers and techno-pedagogical opportunities to promote inclusive digital education. The findings emphasize the need to redesign teacher training, incorporate cognitive differentiation strategies, and harness the potential of assistive technology and UDL frameworks to support inclusive learning. This study aligns with emerging research areas such as educational artificial intelligence, natural language processing, and personalized learning, thus contributing to the current debate on equity and educational transformation in hybrid and virtual learning environments.

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