<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592025000400008</article-id>
<article-id pub-id-type="doi">10.19053/uptc.22160159.v16.n47.2025.19902</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos del lenguaje inclusivo en la comprensión lectora de textos en español]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessing How Inclusive Language Affects Reading Comprehension in Spanish Texts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeitos da linguagem inclusiva na compreensão leitora de textos em espanhol]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Páramo]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burbano]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Colegio Mayor de Cundinamarca  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>47</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592025000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592025000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592025000400008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los hallazgos de un estudio realizado con estudiantes de secundaria de cuatro colegios públicos en Bogotá. Estos estudiantes fueron expuestos a textos redactados tanto en lenguaje inclusivo como no inclusivo, así como en estilos ordinarios y técnicos. Utilizando un diseño factorial 2X2, el estudio evaluó el efecto de estas variaciones lingüísticas sobre la comprensión lectora mediante análisis ANOVA. Los resultados mostraron que el uso del lenguaje inclusivo no alteró significativamente los resultados de comprensión. En contraste, el tipo de lenguaje (técnico u ordinario) sí tuvo un impacto significativo, siendo los textos técnicos los que arrojaron puntajes más altos de comprensión. La comprensión superior de los textos técnicos se observó particularmente en las respuestas a preguntas analíticas e inferenciales, lo que sugiere que los estudiantes tuvieron éxito en desglosar y comprender los elementos técnicos de los textos. Este resultado podría estar relacionado con la familiaridad de los estudiantes con el contenido técnico o con un mayor sentido de relevancia. Se concluye recomendando realizar más investigaciones en contextos culturales y lingüísticos diversos para ampliar la comprensión de estas dinámicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os achados de um estudo realizado com estudantes do ensino médio de quatro escolas públicas de Bogotá. Os participantes foram expostos a textos redigidos tanto em linguagem inclusiva quanto não inclusiva, bem como em estilos linguísticos ordinário e técnico. Por meio de um desenho fatorial 2x2, o estudo avaliou o efeito dessas variações linguísticas sobre a compreensão leitora, utilizando análises do tipo ANOVA. Os resultados indicaram que o uso da linguagem inclusiva não alterou significativamente os níveis de compreensão leitora. Em contraste, o tipo de linguagem empregado (técnica ou ordinária) exerceu impacto significativo, sendo os textos técnicos aqueles que apresentaram pontuações mais elevadas de compreensão. A superioridade na compreensão dos textos técnicos foi observada especialmente nas respostas a questões analíticas e inferenciais, o que sugere que os estudantes conseguiram decompor e compreender adequadamente os elementos técnicos dos textos. Esse resultado pode estar relacionado à familiaridade dos estudantes com conteúdos técnicos ou a um maior senso de relevância atribuído a esse tipo de texto. Conclui-se com a recomendação de que sejam realizadas novas investigações em contextos culturais e linguísticos diversos, a fim de ampliar a compreensão dessas dinâmicas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lenguaje inclusivo]]></kwd>
<kwd lng="es"><![CDATA[discriminación de género]]></kwd>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[comprensión]]></kwd>
<kwd lng="es"><![CDATA[lengua de instrucción]]></kwd>
<kwd lng="en"><![CDATA[inclusive language]]></kwd>
<kwd lng="en"><![CDATA[gender discrimination]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[understanding]]></kwd>
<kwd lng="en"><![CDATA[language of instruction]]></kwd>
<kwd lng="pt"><![CDATA[linguagem inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[discriminação de gênero]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[compreensão]]></kwd>
<kwd lng="pt"><![CDATA[linguagem de instrução]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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