Estrategias de comprensión lectora basadas en el Diseño Universal para el Aprendizaje para mejorar el rendimiento en Lengua y Literatura de estudiantes de 8.º de Educación General Básica con dificultades de aprendizaje.
Year: 2026
Type: article
Abstract: Reading comprehension represents a challenge for students with learning difficulties, particularly when instruction provides homogeneous pathways for access and participation. This study analyzed reading comprehension strategies based on Universal Design for Learning that may contribute to Language and Literature performance among eighth-grade General Basic Education students. A qualitative, descriptive, and analytical documentary review of 15 articles published between 2022 and 2026 was conducted. Findings showed favorable outcomes for activating prior knowledge, identifying main ideas, making inferences, recognizing text structures, summarizing, and using metacognitive strategies, whereas auditory, digital, and multimodal supports produced variable effects according to students’ reading profiles. The review concluded that UDL-based flexibility appears more meaningful when combined with explicit reading instruction and supports adapted to individual learning needs rather than through the indiscriminate addition of resources or alternative formats.
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7215766869