Abstract

Introduction: Reading comprehension is a fundamental process in school learning; however, it is particularly challenging for students with special educational needs (SEN). In this context, video-guided active breaks emerge as an innovative pedagogical strategy that integrates movement and learning.Objective: To evaluate the effects of a video-guided active break (AB) program, implemented through the online platform "Active Classes," on the cognitive skills involved in reading comprehension in school-aged children with special educational needs (SEN).Methodology: A sub-analysis of a multi-center randomized controlled trial (2022–2024) was conducted in public schools in the Biobío region (Chile). 161 students aged 6 to 10 years, enrolled in the School Integration Program (Programa de Integración Escolar, PIE), with diagnoses of intellectual disability, language disorders, and autism spectrum disorder, among other conditions, participated. The study consisted of incorporating active breaks with curricular content, lasting between five and ten minutes, twice a day for twelve weeks. Reading comprehension was assessed using the Comprehensive Learning Assessment (Diagnóstico Integral del Aprendizaje, DIA) in its three dimensions: locating, interpreting, and reflecting.Results: ANCOVA analyses, adjusted for covariates (school, gender, age, and participation in team sports), revealed significant improvements in the experimental group for "locating" (p = 0.002) and "reflecting" (p < 0.001), but not for "interpreting."Conclusions: Video-guided active breaks could improve specific reading comprehension skills in students with special educational needs and promote inclusive education through active and accessible pedagogical strategies.