The Effectiveness of Differentiated Instruction on Teaching Reading in Grade One Class

Abstract

INTRODUCTION

One of the greatest challenges facing reading teachers in our country is that of helping students achieved their highest reading potential. Primary teachers must be aware of the challenge and gain the knowledge needed to develop strong readers. In this research, the effectiveness of Differentiated Instruction in teaching reading on grade one pupils was proven effective.

METHODS

An experimental design was used since its main purpose was to determine the effectiveness of DI and its effect on the reading level of Grade one pupils on a one-month duration in Oral Reading. The control group was taught using single teaching while the experimental group was taught using differentiated reading strategies.

RESULTS

The classification of pupils shows that the reading ability of pupils in both groups belong to the same level during the pre-oral reading test. After the experiment, the classification of pupils showed an improvement in the control group but a big increased in performance was showed using Differentiated Instruction.

DISCUSSIONS

There is an improvement in the groupings of pupils both in the experimental and control group but significant improvement was shown for the pupils taught using Differentiated Instruction in reading. Use of DI is effective considering the higher performance of the experimental group compared to the control group.