Learning Situations that Foster Reading Comprehension in Early Childhood and Primary Education

A Perspective from Universal Design for Learning

Abstract

This article presents classroom practices implemented in a rural school in the province of Castellón (Spain) aimed at fostering reading comprehension in Early Childhood and Primary Education through the lens of Universal Design for Learning (UDL). Three strategies are analysed: dialogic literary gatherings, reading mentorship, and We Read in Pairs (Leemos en pareja), exploring their implementation and alignment with the principles of UDL. The results show significant benefits, including increased student engagement, equitable access to information, and improvements in teaching from an inclusive perspective, highlighting the potential of UDL to transform educational practice in diverse contexts.