أثرُ استخدامِ استراتيجيّةِ التّعليمِ المتمايزِ في تحسين الفّهْمِ القرائي والتّعبير الشّفوي لطلبةِ صعوباتِ التّعلم

Faten  Al-Mashayek

doi:10.35516/edu.v49i2.1044

Authors

Faten Al-Mashayek College of Educational Sciences-University of Mutah, Jordan

DOI:

https://doi.org/10.35516/edu.v49i2.1044

Keywords:

specific learning disability, differentiated instruction, reading comprehension, oral expression

Abstract

Objectives: The purpose of this study is to investigate the effect of using differentiated instructional strategy on improving the reading comprehension and oral expression of students with learning disabilities. The study sample included (38) male and female students from those who enrolled in the resource rooms of learning disabilities from third grade at the schools that belong to the southern al-Mazar directorate in the governorate of al-Karak.

Methods: The participants were distributed in an intentional method into two groups: an experimental group that consisted of (18) students and a control group that consisted of (20) students. In order to achieve the objectives of study, the researcher designed an achievement test in reading comprehension based on three cognitive levels from the curriculum Arabic language of the third grade, as well as a scale for estimating oral expression based on five standard levels in oral expression

Results: The results showed that there were statistically significant differences at the level (α = 0,05) in the performance of the students in the control and experimental groups on the post achievement test in reading comprehension in favor of the experimental group due to using the differentiated instructional strategy. There were statistically significant differences at the level (α = 0,05) in the performance of the students in the control and experimental groups regarding the scale of estimating the oral expression in favor of the experimental group due to using the differentiated instructional strategy.

Conclusions: The study recommends, in light of its results, the necessity of conducting more studies on the differentiated education strategy using different age levels and variables, and testing the differentiated education strategy in teaching people with different disabilities with students without disabilities.

Downloads

Download data is not yet available.

References

bib Allah, M. (2014). Basics of reading and reading comprehension between theory and practice Introduction to developing the skills of understanding, thinking, and learning. Amman: Dar Ammar.

Al-Khatib, J., Al-Samadi, J., Al-Rousan, F., Al-Hadidi, M., Yahya, K. , Al-Natour, M. , Al-Zureikat, I., Al-Amayrah, M., & Al-Sorour, N. (2013). Introduction to the education of students with special needs. Amman: Dar Al-Fikr.

Al-Hawamdeh, M., & Sa’di, I. (2015). The Effectiveness of Rhymes and Songs in Developing First Basic Grade Students’ Oral Expression Skills. Dirasat: Educational Sciences, 42(1), 47-62

Khawaldeh, N. (2012). The effectiveness of an educational program based on the reciprocal teaching strategy to develop reading comprehension skills for people with learning difficulties at the basic stage in Jordan. The International Special Education Journal, 1(4), 145-127.

Zaq, A., & Al Suwairi, Al-S. (2010). Problems related to receptive language and expressive language for students with linguistic learning difficulties in the city of Riyadh. The Jordanian Journal of Educational Sciences, 6(1), 52-41.

Salem, A., & Zaki, A. (2010). Learning difficulties between theory and practice. Cairo: The Modern Library for Publishing and Distribution.

Al-Saadi, B. (2011). The effectiveness of using the language games entrance to treat reading comprehension difficulties among dyslexic students in the first cycle of basic education in the Sultanate of Oman. Unpublished MA thesis, Mutah University, Jordan.

Ashour, R., & Miqdadi, M. (2005). Literacy and writing skills, teaching methods and strategies. Amman: Dar Al-Masirah.

Abdel Bari, M. (2011). Practical Speaking Skills and Performance. Oman: Dar Al Masirah for Publishing and Distribution.

AL-Sayed, M. (2009). A suggested strategy based on self-regulated learning for remedying weakness in reading comprehension skills among the pupils with learning disabilities in the preparatory stage. Unpublished Ph.D. dissertation.

Adebayo, A., & Shumba, C. (2014). An assessment of the implementation of differentiated instruction in primary district, Zambia. European Scientific Journal, 10(7), 1857-7431.

Ali, M., & Rafi, M. (2016). Learning disabilities: Characteristics and instructional approaches. International Journal of Humanities Social Sciences and Education (IJHSSE), 3(4), 111-115.

Allan, S., & Goddard, Y. (2010). Differentiated Instruction and RTI: A Natural Fit. Interventions That Work, 68 (2).

Amara, T. (2021). The Effect of Using the Differentiated Education Strategy on Achievement in Mathematics among Basic Elementary School Students in Jordan. Psychology and Education, 58(1), 4363-4376

Carretti, B., Motta, E., & Re, A. (2014). Oral and written expression in children with reading comprehension difficulties. Journal of Learning Disabilities.

Gaitas, S., & Alves Martins, M. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5) 544– 556.

Gilakjani, A., & Ahmadi,M. (2011). A study of factors EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988.

Gilakjani, A., & Sabouri, N. (2016). How Can Students Improve Their Reading Comprehension Skill? Journal of Studies in Education, 6, 229.

Gray, J. (2008). The Implementation Of Diffrented Instruction For Learning Disability Students Included In General Education Elementary classrooms. Unpublished Ph.D. dissertation, University of LA Verne, California, United States.

Jarvis, J., Bell, M., & Sharp, K. (2016). Leadership for differentiation: An appreciative inquiry of how educational leadership shapes pedagogical change. Leading and Managing, 22(1), 75.

Jones, R., Yssel, N., & Grant, C. (2012). Reading instruction in Tier 1: Bridging the gaps by nesting evidence‐based interventions within differentiated instruction. Psychology in the Schools, 49(3), 210–218.

Junyent, A., & Fernández-Flecha, M. (2020). Reading comprehension in Spanish by Quechua-Spanish bilingual children. International Journal of School & Educational Psychology.

Kumar, S., Tudu, J., & Mandal, C. (2019). Development of oral expression scale in Hindi for children of age range 3–7 years. Journal of Indian Speech Language & Hearing Association, 33(1), 38.

Learner, J., & Johns, P. (2014), Learning Disabilities and Related Disabilities: Strategies for Success. (13th Ed.). Cengage Learning.

Magableh, I., & Abdullah, A. (2020) On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students’ Overall Achievement. International Journal of Instruction, 13(2) 533-548.

Moore, A. (2014). Reading Comprehension: Cognitive Skills, Strategies, and Interventions.

Reis, S. M., & Renzulli, J. S. (2015). Five dimensions of differentiation. Gifted Education Press Quarterly, 29(3), 2-9.

Shareefa, M. (2021) Using differentiated instruction in multigrade classes: a case of a small school. Asia Pacific Journal of Education, 41(1), 167-181. DOI: 10.1080/02188791.2020.1749559

Shareefa, M., Zin, R., Abdullah, N., & Jawawi, R. (2019). Mainstream and Special Education Teachers’ Implementation of Differentiated Instruction. International Journal of Education, Psychology and Counseling, 4(31), 260-268.

Spencer, M., & Wagner, R. (2018). The comprehension problems of children with poor reading comprehension despite adequate decoding: A meta-analysis. Review of Educational Research, 88(3), 366–400.

Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2018). Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications. International Journal of Inclusive Education, (May), 1–19.