The Effect of a Differentiated Instruction-Based Program on Developing Oral Reading Fluency and Reading Comprehension of Preparatory School Students

Abstract

This study was conducted to examine the effect of a differentiated instruction (DI) based program on developing oral reading fluency (ORF) and reading comprehension skills of preparatory Egyptian school students. The study adopted the quasi-experimental research design with two groups; experimental and control. The experimental group was exposed to the DI program and the control group was taught using regular instruction. The sample consisted of (68) second year preparatory school students from two schools in Cairo governorate. Pre-Posttest was administered before and after the implementation of the proposed program. The results of the post-test revealed that there were statistically significant differences between the mean scores of the two groups in favour of the experimental group. The present study provides evidence for the effect of differentiated instruction in developing oral reading fluency and comprehension skills.