Use of the Conceptual Prism in Reading Comprehension for Students with Learning Barriers.

Abstract

The study focuses on strengthening reading comprehension in high school students with learning barriers through the implementation of the conceptual prism. The main objective is to evaluate the effectiveness of this pedagogical strategy in improving reading comprehension in this student group. To achieve this, a participatory action research approach was employed, involving 25 students with various learning barriers such as ADHD, autism, and intellectual disability. Diagnostic and formative tests were conducted, activities based on the conceptual prism were applied, and levels of literal, inferential, and critical comprehension were evaluated. Preliminary results show significant progress at all levels of comprehension, with notable improvements in students' ability to make inferences and critical analyses. Finally, it is important to highlight the formative approach in evaluation and the use of the conceptual prism as an effective tool to improve reading comprehension in high school students with learning barriers.