In the field of education, there is a general consensus that differentiated instruction plays an indispensable and crucial role in satisfying every student’s need in order to help them achieve individual learning goals. This also applies to the language education field. This study was conducted in an international elementary school in China. Focusing on the impact of content-differentiated activities on students’ English reading skills, this study included an experimental group and a control group. Students of the experimental group, according to their reading ability (distinguished, intermediate and novice level), were provided with books and corresponding practices of different levels and taught through differentiated instruction on reading strategies. Students of the control group used the same materials for learning and practicing. Students’ reading levels were tested by Measures of Academic Progress (MAP) three times during the study. The test results showed that the average score of the experimental group improved much more than that of the control group, and no student in the experimental group scored below U.S. national average. Additionally, within the experimental group, the improvement of the students at the novice reading level was the most significant. In conclusion, this study further proved that implementing reading activities with differentiated content supported all students and assisted them in reaching their language potential by addressing their needs.

Authors:
Ni Yin, BASIS International School Guangzhou, China

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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