Differentiated Instruction in the Teaching of Reading in the Basic Education

With the goal of improving the teaching-learning reading situation at NDDU IBED Espina, this study determined the effectiveness of teaching Reading using the Conventional Method and Differentiated Instruction (DI). Grade 5 pupils were divided into two groups of equal ability using matched-pairs design. Learner profiles were gathered by retrieving test performances in achievement tests and scores from a teacher-made pre-test. Initial analysis shows that the learners' performance in reading tests meets the expected standards of competency, which contrasts with the above-average grades they receive in school. For two weeks, the control group was taught using the conventional lecture method while the experimental group was given a multiple intelligence test and taught using the DI approach. Narratives of learners and teachers were collected from focused-group discussions. The findings indicate that learners from the experimental group demonstrated enhanced reading skills following instruction using DI. However, a statistical comparison of post-instruction abilities reveals similar reading levels between learners in both groups. Qualitative data affirms DI as the superior method for teaching reading since it gives numerous advantages for learners. These include a positive learning attitude, heightened confidence, improved interpersonal communication skills, and enhanced creativity. As an innovative pedagogical approach, DI is suggested for implementation in basic education as a potential solution to meet the evolving demands of contemporary times. A flexible teaching guide has been created as a reference for the potential institutional implementation of DI. For future studies, DI's potential in teaching other subject areas can be investigated.