The Effectiveness of a Training Program Using Differentiated Instruction to Improve the Reading Skill of Jordanian Third Graders With Learning Difficulties

Abstract

This study aims to explore the effectiveness of a training reading program consisting of six units and multiple activities using the differentiated instruction strategy on the reading comprehension improvement of Jordanian third graders with learning difficulties. A total of 120 Jordanian third graders with learning difficulties from 17 governmental schools in Amman participated in the study. About 90 of them were categorized under an experimental group and taught using the differentiated strategy and were then divided into three groups based on their preferred learning styles: kinesthetic, auditory, and visual, while the remaining 30 students were categorized under a control group and taught using the traditional strategy of teaching. The findings showed an important impact of the differentiated instruction strategy on the improvement of the reading comprehension skill of Jordanian students with learning difficulties. Furthermore, the findings showed the importance of the use of the preferred learning styles of students in the teaching process.