The Effectiveness of Differentiated Teaching Strategy in Developing Reading Comprehension Skills of Fourth Grade Students in the United Arab Emirates

The aim of this study is to investigate the effectiveness of the differentiated teaching strategy in developing reading comprehension skills of fourth grade students in the United Arab Emirates. The study sample consisted of (49) male and female students, who were randomly distributed into an experi...

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Bibliographic Details
Published in:Theory and practice in language studies 2022-01, Vol.12 (1), p.17-27
Main Authors: Ma'youf, A. Nisreen, Aburezeq, Ibtehal M
Format: Article
Language:English
Subjects:
Arabic language
Control Groups
Creativity
Education
Educational Environment
Educational Strategies
Elementary education
Elementary school students
Evaluation
Grade 4
Language Acquisition
Language Skills
Learning Processes
Methods
Reading ability
Reading comprehension
Reading instruction
Reading Skills
Reading tests
Students
Teaching
Teaching methods
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Summary:The aim of this study is to investigate the effectiveness of the differentiated teaching strategy in developing reading comprehension skills of fourth grade students in the United Arab Emirates. The study sample consisted of (49) male and female students, who were randomly distributed into an experimental group (23 students), and a control group (26 students). The experimental group was taught using the Differentiated Teaching strategy, and the control group was taught using the traditional method. To conduct the study and answer its questions, the researchers used the quasi-experimental approach and constructed a reading comprehension test. After the completion of the study, the post-test of reading comprehension skills was implemented; scores of the two groups were obtained; and the data were analyzed using the appropriate statistical methods. The results revealed that there were statistically significant differences in the post-test at the four levels (literal, deductive, critical, and creative) and reading skills in general between the scores of the two study groups in favor of the experimental group. This indicates that the Differentiated Teaching strategy had a positive impact on developing students' reading comprehension skills. In light of the results, a number of recommendations were drafted and presented.
ISSN:1799-2591
2053-0692
DOI:10.17507/tpls.1201.03