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Impact of Differentiated Instruction Strategies and Traditional-Based Instruction on the Reading Comprehension of Iranian EFL Students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Aliakbari, Mohammad Haghighi, Jaber Khales |
| Copyright Year | 2014 |
| Abstract | This study investigates and compares the efficacy of differentiated instruction and traditional-based instruction on enhancing Iranian students’ reading comprehension. Eight elementary, intermediate, and advanced classrooms from 1 language institute were chosen, and based on their performance on the pretests were further divided into 4 control and 4 treatment groups. Flexible grouping, tiered instruction, and tiered assignment strategies were adopted to differentiate the content, process, and product in the treatment groups. Results of the final achievement tests revealed that implementing differentiated instruction was effective in fostering the participants ’ reading comprehension in the elementary and intermediate classrooms, but no meaningful difference was found in the final performance of the advanced level classrooms. |
| Starting Page | 109 |
| Ending Page | 129 |
| Page Count | 21 |
| File Format | PDF HTM / HTML |
| Volume Number | 5 |
| Alternate Webpage(s) | http://journals.scu.ac.ir/article_10741_81c70f8521763a8a51bdbf4b6102bfdf.pdf |
| Alternate Webpage(s) | http://pubj.ricest.ac.ir/index.php/code3np/article/download/2014/2133 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |