The effectiveness of differentiated learning strategies in developing the reading comprehension skills of first year secondary students
Abstract
The aim of the research is to determine the reading comprehension skills necessary for first-year secondary students, and to reveal the effectiveness of differentiated learning strategies in developing these skills. To achieve these goals, the research followed the experimental method. By preparing a list of reading comprehension skills, which included (20) sub-skills representing reading comprehension skills in the following areas "literal - deductive - critical - taste-creative", and preparing a test to measure reading comprehension skills. Measurement tools and differentiated learning strategies were applied to a random sample of (110) male and female first-year secondary school students in the city of Homs, which were divided into two groups: an experimental group that studied using differentiated learning strategies, and a control group that studied in the usual way.
The results of the research found the effectiveness of differentiated learning strategies in developing the reading comprehension skills of first-year secondary students, and this was evident through: The clear improvement in the scores of the experimental group students in the post application of the reading comprehension skills test, compared to the pre application; The effect size was significant in relation to the overall test score =2.582).
- The students of the experimental group outperformed the students of the control group in the post application of the reading comprehension test; The effect size was significant in relation to the total score of the test) 2=0.612).
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