UDL as an Educational Framework to Improve Attitude and Reading Comprehension in Primary Education
DOI:
https://doi.org/10.55777/rea.v18i36.7848Keywords:
Universal Design for Learning, reading comprehension, Primary Education, inclusive education, attitudes towards readingAbstract
This study examines the impact of Universal Design for Learning (UDL) on reading comprehension in Primary Education through an intervention designed by xxxxxxxxxxxxxxx. A sample of 67 students from three schools participated in the study, implementing inclusive strategies based on UDL principles, with a special focus on engagement and representation. The research follows a quasi-experimental design with pretest-posttest measurement without a control group. The EDICOLE (Diagnostic Evaluation of Reading Competence) tool was used to assess students' reading comprehension and their attitude towards reading. The results indicate that no statistically significant differences were found in reading comprehension ability after the intervention. However, an improvement in students' attitudes towards reading was observed. Specifically, there was an increase in interest and a decrease in perceived difficulty, particularly among female students. These findings suggest that UDL enhances motivation and learning perception, reinforcing the importance of designing flexible and inclusive educational environments. However, certain methodological limitations, such as the lack of a control group, should be addressed in future research.
Downloads
References
Alba Pastor, C. (Coord.) (2022). Enseñar pensando en todos los estudiantes: el modelo de diseño universal para el aprendizaje (DUA). SM.
AlRawi, J. M., & AlKahtani, M. A. (2021). Universal design for learning for educating students with intellectual disabilities: a systematic review. International journal of developmental disabilities, 68(6), 800–808. https://doi.org/10.1080/20473869.2021.1900505
Bort Caballero, M.L. y Gil-Mediavilla, M. (2023). Intervención educativa con narrativas digitales en lengua y literatura española del grado universitario en educación primaria: una perspectiva en femenino. Formación Universitaria, 16(4), 43-52. http://dx.doi.org/10.4067/S0718-50062023000400043
Campbell, D.T., & Stanley, J.C. (1963) Experimental and Quasi-Experimental Designs for Research on Teaching. In N.L. Gage, Ed., Handbook of research on teaching (171-246). Rand McNally.
CAST (2024). Universal Design for Learning Guidelines. Center for Applied Special Technology (CAST). https://www.cast.org/
Castro Guillén, J. M., Ruiz García, M. G., Benavides Barragán, E. M. González Cedeño, C. E., & Andrade Barragán, N. P. (2025). El Diseño Universal para el Aprendizaje como estrategia para fortalecer las habilidades comunicativas en estudiantes de educación básica. Revista G-ner@ndo, 6(1), 438–453. https://doi.org/10.60100/rcmg.v6i1.416
Contreras Niño, A. L. (2023). Intervención educativa para la comprensión lectora. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 8576-8600. https://doi.org/10.37811/cl_rcm.v7i2.5975
Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162-172. https://doi.org/10.1177/0741932510381651
Fox, D. (1981). El proceso de Investigación en Educación. EUNSA.
Fox, J., & Weisberg, S. (2020). car: Companion to Applied Regression. [R package]. Retrieved from https://cran.r-project.org/package=car.
Gómez-Veiga, I., García-Madruga, J.A., Pérez-Hernández, E., Orjales-Villar, I., López-Escribano, C., Duque de Blas, G. & Francis, D.J. (2020). EDICOLE. Evaluación Diagnóstica de la Comprensión Lectora. TEA Ediciones.
Kerlinger, F. N. (1987). Investigación del Comportamiento. Técnicas y Metodología. Interamericana.
Lenth, R. (2020). emmeans: Estimated Marginal Means, aka Least-Squares Means. [R package]. Retrieved from https://cran.r-project.org/package=emmeans.
López-Martín. E., & Ardura-Martínez, D. (2023). El tamaño del efecto en la publicación científica. Educación XX1, 26(1), 9-17. https://doi.org/10.5944/educxx1.36276
Lores-Gómez, B., Martínez Requejo, S., & Escorial Santa-Marina, S. (2022). El «Román de Flamenca» y el lenguaje musical de Rosalía. Una propuesta didáctica conforme al Diseño Universal de Aprendizaje (DUA). CAUCE. Revista Internacional De Filología, Comunicación Y Sus Didácticas, 45(1), 93–116. http://dx.doi.org/10.12795/CAUCE.2021.i44.05
Meléndrez-Orozco, S. P., & Esteves-Fajardo, Z. I. (2023). Diseño universal del aprendizaje para el fortalecimiento de la lectura y escritura en educación inicial. Cienciamatria, 9(1), 386–397. https://doi.org/10.35381/cm.v9i1.1068
Piticari, P. (2023). Effects of the Universal Design for Learning (UDL) principles on the motivation of children with SEN integrated in mainstream schools. Review of Psychopedagogy, 12(1), 154–168. https://doi.org/10.56663/rop.v12i1.66
Proyecto DUALECTIC. (n.d.). Documentos sobre las pautas del Diseño Universal para el Aprendizaje. https://www.educadua.es/html/dua/pautasDUA/dua_pautas.html
Quílez-Robres, A., Moyano, N., & Cortés-Pascual, A. (2024). Estilos de enseñanza-aprendizaje e influencia en la motivación y la autoestima. Revista de Estilos de Aprendizaje, 17(33), 12–23. https://doi.org/10.55777/rea.v17i33.4242
R Core Team (2021). R: A Language and environment for statistical computing. (Version 4.1) [Computer software]. Retrieved from https://cran.r-project.org. (R packages retrieved from MRAN snapshot 2022-01-01).
Singmann, H. (2018). afex: Analysis of Factorial Experiments. [R package]. Retrieved from https://cran.r-project.org/package=afex.
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
Tobón, I.C. & Cuesta, L.M. (2020). Diseño universal de aprendizaje y currículo. Sophia, 16(2), 166-182.

Downloads
Published
How to Cite
Issue
Section
License
By submitting the original, the author(s) declare that they are aware of and accept, in full, the privacy policy as well as the copyright of the Learning Styles Magazine.
The Learning Styles Magazine offers free and open access to its content, completely free of charge, in order to bring scientific research to its readers and society in general. All digital contents are free and open access and are published under a Creative Commons license:
Rights are granted under the Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0)
The Learning Styles Magazine is an open access journal. Publication of articles or reviews in the Journal does not entitle you to any remuneration. For authors as well as readers, the journal is free Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0).
With this licence, the reproduction and dissemination of the contents of the magazine for educational, social and knowledge transmission purposes is permitted, without any profit motive in mind, provided that the source and authorship are not modified. The licence granted to Learning Styles Magazine allows the copying and distribution of the magazine's contents, as long as the authorship of the work is recognised, correctly specifying the author and the publishing entity. The work may not be used for commercial purposes, nor may it be altered, transformed or generated from this work.
The publication of articles or reviews in the Journal does not give the right to any remuneration.
The Learning Styles Journal invites the author/authors to increase the visibility and scope of their articles published by re-disseminating them in:
- Web spaces and personal networks, as well as in scientific meetings and forums
- Open institutional archives in Universities, educational repositories and Research Centres.
- Academic and scientific networks (Researchgate, Academia.edu, Plubons, etc.)
All these spaces and publications must include all the bibliographic data of the publication.