Differentiated Instruction for Developing reading and writing skills of primary pupils

Abstract

The current study was conducted to investigate the effect of differentiated instruction on developing reading and writing skills for primary pupils. A sample of 100 primary school pupils was randomly selected and divided into two groups (n= 50 for the experimental group and n=50 for the control group) from one of the government schools in 15 Mayo City, namely future School. The pre and post tests were designed and submitted to panel of the jury to members to validate them before applying to them the two groups. The researcher taught the experimental group using differentiated instruction while the control group was taught using the regular method. The results revealed that there was statistically significant differences between the mean scores of the two groups; in favor for the experimental group. Thus, the research recommended that using some differentiated instruction strategies that motivate primary school pupils to develop their writing and reading skills.