Differentiated Reading Instruction: Unraveling the Experiences and Strategies of Teachers in Diverse Elementary Classroom

Reading instruction remains a foundational element of elementary education, and teachers play a central role in addressing the diverse learning needs of students. This qualitative study examined the lived experiences and strategies employed by elementary school teachers as they implemented differentiated instruction in reading. Through a phenomenological approach, in-depth interviews were conducted with ten participants, and the data were examined using thematic analysis. The results revealed two major themes related to teachers' experiences: student variability and the dynamic nature of differentiation. In terms of instructional strategies, three key approaches emerged: targeted support, multisensory techniques, and collaborative practices. Furthermore, the study uncovered essential values drawn from the participants' reflections, including instructional flexibility and sustained instructional support. These findings offer practical insights into how teachers respond to learner differences and adapt their teaching to improve reading outcomes. The study provides meaningful implications for school leaders, administrators, and teacher education institutions in supporting effective and inclusive reading instruction at the elementary level.