Resumo

PARAMO, Pablo  e  BURBANO, Andrea. Assessing How Inclusive Language Affects Reading Comprehension in Spanish Texts. Prax. Saber [online]. 2025, vol.16, n.47, 19902.  Epub 05-Jun-2026. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v16.n47.2025.19902.

This article presents the findings of a study conducted with middle school students from four public schools in Bogotá, Colombia. These students were exposed to texts written in inclusive and non-inclusive forms, presented in both everyday and technical language. Using a factorial 2X2 design, the study evaluated the effect of these linguistic variations on reading comprehension through ANOVA analyses. The results showed that the use of inclusive language did not significantly alter comprehension outcomes. In contrast, the type of language (everyday or technical) did have a significant impact, with technical texts yielding higher comprehension scores. The enhanced comprehension of technical texts was most evident in responses to analytical and inferential questions, indicating that students were able to break down and understand the technical elements of the texts. This result may be related to students' familiarity with technical content or to a greater sense of relevance. In conclusion, the study recommends further research in diverse cultural and linguistic contexts to deepen the understanding of these dynamics.

Palavras-chave : inclusive language; gender discrimination; reading comprehension; education; understanding; language of instruction.

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