Reading Comprehension Strategies Based on Universal Design for Learning to Improve Language and Literature Performance among Eighth-Grade General Basic Education Students with Learning Difficulties.
DOI:
https://doi.org/10.63618/omd/ssjm/v4/n3/85Keywords:
reading comprehension, Universal Design for Learning, learning difficulties, Language and Literature, basic educationAbstract
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.
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Copyright (c) 2026 Vargas-Calderón, María Elena, Pinargote-Cedeño, Silvia Patricia, Armijos-Gonzalez, Franklin Manuel, Mora-Galdos, Nelly Marisol, Marcillo-Chavez, Santa Lucia (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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