Electronic differentiated instruction as a remedial strategy to enhance the reading skills of frustration-level readers

This study examines the effectiveness of electronically differentiated instruction as a support strategy to improve the reading skills of students who struggle with reading. An experimental design was used, involving 100 Grade 7 students identified as frustration-level readers using the Philippine Informal Reading Inventory (Phil-IRI). These students were randomly divided into a control group and an experimental group. The experimental group received electronically differentiated instruction, while the control group received traditional reading instruction. For two months, the intervention used digital tools such as mobile apps, interactive videos, and gamified presentations. Pre-test results showed that both groups were at the frustration level. After the intervention, both groups improved to the instructional level, but the experimental group achieved significantly higher and more consistent reading scores. The findings suggest that electronically differentiated instruction can provide personalized, interactive, and flexible learning experiences that meet individual student needs. The study recommends including this approach in literacy programs to improve reading skills and suggests combining it with traditional methods for better results. Future studies should examine its long-term effects, use in different settings, and the importance of teacher training for effective implementation.