Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 2 (2025)

Differentiated Instruction on Improving Reading Comprehension of Grade Three Learners

Asmida Diron | Camilo Baldonado

Discipline: Education

 

Abstract:

This study examines the impact of differentiated instruction on the reading comprehension of Grade 3 learners at Baloi Central Elementary School, employing a quasi-experimental research design with a pretest-posttest approach. The Philippine Informal Reading Inventory (Phil-IRI) served as the primary tool to assess students' reading abilities before and after the intervention. Findings revealed a significant improvement in students' reading comprehension following the implementation of differentiated instruction. Initial pre-test results indicated that many learners struggled to understand reading texts. At the same time, post-test scores demonstrated considerable progress, highlighting the effectiveness of tailoring instructional strategies to accommodate diverse learning needs. Statistical analysis confirmed a highly significant difference between pre-test and post-test scores, leading to the rejection of the null hypothesis. The study supports existing literature that underscores the importance of differentiated instruction in improving academic performance, particularly in reading. Effective strategies employed included small-group instruction, tiered tasks, and scaffolded learning activities, which catered to individual learning styles and readiness levels. Moreover, the integration of metacognitive strategies, such as summarizing, predicting, and activating prior knowledge, further enhanced students' comprehension abilities. Based on the results, the study recommends that elementary teachers adopt differentiated instruction as a core component of reading instruction to support diverse learners and close comprehension gaps. It is also recommended that school administrators and education policymakers provide targeted professional development and sufficient resources to help teachers effectively implement differentiated instruction in their classrooms. Furthermore, curriculum developers are encouraged to integrate flexible instructional approaches that promote inclusive and learner-centered education. Future research may investigate the long-term effects of differentiated instruction and its applicability across different grade levels and academic subjects. By promoting adaptive teaching practices, the education system can better cater to students' individual needs, ultimately improving learning outcomes and fostering academic success for all learners.



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