Pragmatic learning program to improve text comprehension in adolescents with dyslexia
Keywords:
pragmatic learning; text comprehension; adolescents; dyslexiaAbstract
Introduction: Providing an innovative and complementary perspective to traditional approaches can be managed by introducing the pragmatic dimension as a tool to improve reading comprehension. However, curricular adaptations must be based on the needs of the student population, hence the need of evaluating the effects on specific populations.
Objective: To evaluate the effects of pragmatic learning on the text comprehension in adolescent students with dyslexia.
Methods: Quasi-experimental research with an equivalent control group was conducted. A representative and sufficient sample (n=96) was studied, classified into two independent groups (experimental and control: n=48 each). The experimental group received an intervention based on pragmatic learning, while the control group continued its traditional teaching-educational process.
Results: The independent groups showed homogeneity in the studied dimensions before starting the intervention (p>0.05); the experimental group improved significantly at the end of the intervention process (p<0.0001). At the end of this process, the control group did not significantly improve its performance (p>0.05), and the experimental group significantly improved in all the dimensions studied (literal, inferential, critical, ACL-5), with a notable improvement in reading comprehension of progressive linguistic complexity.
Conclusions: It is demonstrated that a pragmatic, contextualized, multisensory, and meaningful approach significantly enhances reading comprehension in adolescents with dyslexia. By identifying cognitive and communicative skills and providing students with strategies adapted to their situation, not only school performance is improved but also self-esteem, motivation, and educational inclusion.
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