Inclusive Planning and Reading Comprehension in the Second Cycle of Elementary School
DOI:
https://doi.org/10.64325/IJIP.v3i2.43Keywords:
reading comprehension, instructional planning, elementary education, reading strategies, educational inclusionAbstract
Reading comprehension difficulties that persist at the end of elementary school prompt us to look beyond the number of texts read or the activities outlined in the lesson plans. This theoretical and proposal-based article analyzes how diversity-sensitive planning can foster the development of readers capable of interpreting, inferring, arguing, and critically evaluating information. The discussion focuses on the second cycle of elementary school and engages with scientific evidence, curriculum guidelines, and the specific characteristics of the Dominican educational context. It examines the relationship between comprehension processes, differences within the classroom, teacher mediation, and the institutional conditions that support higher-quality instruction. The analysis argues that addressing diversity does not mean lowering expectations, but rather offering appropriate supports so that each student can progress from their own starting point. Finally, it proposes understanding planning as a pedagogical decision oriented toward learning and not merely as a requirement of school organization.
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Copyright (c) 2026 Mari Orangel Roa Pérez, Rubén Edel Navarro, Ricardo Camilo Tavarez (Author)
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