Contributions of universal design for learning to the development of reading comprehension

Abstract

Reading comprehension is an essential skill in basic education, as it directly influences learning processes and the development of critical thinking. However, persistent difficulties are observed in different educational contexts, particularly at the inferential level, often associated with homogeneous teaching practices that fail to address student diversity. In this context, Universal Design for Learning (UDL) emerges as an inclusive pedagogical approach aimed at planning flexible learning experiences to reduce barriers and promote the participation of all students. The aim of this article is to analyze the contributions of UDL to the development of reading comprehension from a theoretical–practical perspective. The methodology is based on documentary analysis of relevant scientific literature, complemented by pedagogical reflection. The findings indicate that the implementation of UDL fosters more inclusive educational practices, enhances students’ motivation toward reading, and supports the development of both literal and inferential comprehension. In conclusion, Universal Design for Learning represents a relevant pedagogical framework for improving reading comprehension processes and promoting more equitable and meaningful education.