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.
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https://doi.org/10.63618/omd/ssjm/v4/n3/85Palabras clave:
comprensión lectora, Diseño Universal para el Aprendizaje, dificultades de aprendizaje, Lengua y Literatura, educación básicaResumen
La comprensión lectora constituye un desafío para estudiantes con dificultades de aprendizaje, especialmente cuando la enseñanza ofrece rutas homogéneas de acceso y participación. Este estudio analizó estrategias de comprensión lectora basadas en el Diseño Universal para el Aprendizaje que pueden contribuir al rendimiento en Lengua y Literatura de estudiantes de 8.º de Educación General Básica. Se realizó una revisión documental cualitativa, descriptiva y analítica de 15 artículos publicados entre 2022 y 2026. Los hallazgos mostraron resultados favorables para la activación de conocimientos previos, identificación de ideas principales, inferencias, estructuras textuales, resumen y metacognición, mientras los apoyos auditivos, digitales y multimodales presentaron efectos variables según el perfil lector. Se concluyó que la flexibilidad propia del DUA resulta más pertinente cuando se articula con enseñanza explícita y apoyos ajustados a las necesidades del estudiante.
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Derechos de autor 2026 Vargas-Calderón, María Elena, Pinargote-Cedeño, Silvia Patricia, Armijos-Gonzalez, Franklin Manuel, Mora-Galdos, Nelly Marisol, Marcillo-Chavez, Santa Lucia (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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