109705

The Islamic University of Gaza
Deanery of Graduate Studies

Faculty of Education
Curriculum & Teaching Methods Department
The Effect of Differentiated Instruction Strategy on Developing Ninth Graders'

English Reading Comprehension Skills at Gaza UNRWA Schools
Prepared by:
Ahmed Ataalah Bhlool
Supervised by
Dr. Awad Suliman Kishta
A thesis submitted to the faculty of education in partial fulfillment of the

requirements for the master degree in education
2012/ 2013
‫ﺻﺪﻕ ﺍﷲ ﺍﻟﻌﻈﻴﻢ‬
‫ﺳﻮﺭﺓ ﺍﻟﻘﻠﻢ‬
‫)‪(١:٦٨‬‬
‫‪II‬‬
Dedication
To my dear parents.
To all my brothers and sisters.
To my wife, sons and daughters.
To all my esteemed Colleagues
III
Acknowledgements
IN THE NAME OF ALLAH, THE MOST GRACIOUS, THE MOST MERCIFUL
All praise to Allah, the One to whom all dignity, honor, and glory are due, the Unique
with perfect attributes, who begets not, nor is He begotten. He has no equal but He is
the Almighty Omnipotent. Peace and blessings of Allah be upon the last prophet,
Muhammad, and on all who follow him in righteousness until the Day of Judgment. All
Praise be to Allah for enabling me to finish this paper. As the prophet Muhammad,
peace be upon him, said, " He who is thankless to people, is thankless to Allah." I
therefore gratefully acknowledge the many people who so graciously helped and
supported me so as to successfully complete this thesis. First, I would like to thank my
supervisor, Dr. Awad Keshta for his support, advice and encouragement throughout this
study; I am really grateful for his willingness to help in reviewing the study to come out
to light. His useful comments were truly a tremendous help at every stage. My
appreciation is paid to the referees' committee, who guided and enriched the study to
help put my tools in the best form. Once again, I would like to express my sincere
appreciation to my father , mother and wife, Asmaa, for their patience and assistance.
Great thanks must go to my sisters, Reem and Noor, who devoted their time to review
the research. Finally, I reiterate my endless acknowledgement and high appreciation to
all who helped.
MAY ALLAH BLESS THEM ALL

IV
Abstract
The Effect of Differentiated Instruction Strategy on Developing Ninth Graders'

English Reading Comprehension Skills at Gaza UNRWA Schools
This study investigated the effect of using differentiated instruction strategy on

developing ninth graders' English reading comprehension skills at Gaza UNRWA
Schools. The researcher used two tools, a questionnaire to determine the degree of
importance of the reading comprehension skills, an achievement test (Pre& post test) .
The questionnaire was applied before the pre-test to identify the most important skills
which will be used in the test. The researcher had benefited from the results of the
questionnaire and the test. The targeted reading comprehension skills were prediction,
skimming, scanning, guessing meaning from context and inference. The researcher
purposively chose New Gaza Prep Boys "c" for the experiment and randomly chose two
classes from the ninth grade classes. The sample of the study was 70 male students, (36)
in the experimental and (34) in the control. Both groups were pre-tested to assure that
they both were equivalent. The results were statistically analyzed to be compared with
the post-test results. The results were statistically analyzed, using Statistical Package for
Social Sciences (SPSS). The findings revealed that there were significant differences
between the mean scores attained by the experimental group and those by the control
group in favor of the experimental group in all skills. In the light of these results, the
researcher recommends that EFL Palestinian teachers should apply differentiated
instruction strategy to develop reading comprehension skills.
V
‫ﻣﻠﺨﺺ اﻟﺪراﺳﺔ‬
‫أﺛﺮ اﺳﺘﺨﺪام إﺳﺘﺮاﺗﯿﺠﯿﺔ اﻟﺘﻌﻠﯿﻢ اﻟﻤﺘﻤﺎﯾﺰ ﻓﻲ ﺗﺤﺴﯿﻦ ﻣﮭﺎرات ﻓﮭﻢ اﻟﻘﺮاءة ﻟﺪى طﻼب اﻟﺼﻒ اﻟﺘﺎﺳﻊ ﻓﻲ ﻣﺒﺤﺚ اﻟﻠﻐﺔ‬
‫اﻹﻧﺠﻠﯿﺰﯾﺔ ﻓﻲ ﻣﺪارس اﻻوﻧﺮوا ﻓﻲ ﻏﺰة‬
‫ھﺪﻓﺖ ھﺬه اﻟﺪراﺳﺔ إﻟﻰ اﻟﺘﺤﻘ ﻖ ﻣ ﻦ أﺛ ﺮ اﺳ ﺘﺨﺪام اﺳ ﺘﺮاﺗﯿﺠﯿﮫ اﻟﺘﻌﻠ ﯿﻢ اﻟﻤﺘﻤ ﺎﯾﺰ ﻓ ﻲ ﺗﺤ ﺴﯿﻦ ﻣﮭ ﺎرات ﻓﮭ ﻢ اﻟﻘ ﺮاءة ﻟ ﺪى‬
‫طﻼب اﻟﺼﻒ اﻟﺘﺎﺳﻊ ﻓﻲ ﻣﺒﺤﺚ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾ ﺔ ﻓ ﻲ ﻣ ﺪارس اﻻوﻧ ﺮوا ﻓ ﻲ ﻏ ﺰة وﻟﻘ ﺪ ﺷ ﻤﻠﺖ ھ ﺬه اﻟﺪراﺳ ﺔ ﻣﮭ ﺎرات‬
‫اﻟﻘﺮاءة اﻟﻔﺎھﻤﺔ اﻟﺘﺎﻟﯿﺔ ‪:‬اﻟﺘﻨﺒﺆ‪ ،‬اﻻﺳﺘﻨﺘﺎج‪ ،‬اﺳﺘﻨﺘﺎج اﻟﻤﻌﻨﻰ ﻣﻦ ﺧﻼل اﻟﺴﯿﺎق‪ ،‬اﻟﻘﺮاءة اﻟﺴﺮﯾﻌﺔ‪.‬‬
‫طﺒﻘﺖ اﻟﺪراﺳﺔ ﻋﻠﻰ ﻋﯿﻨﺔ ﻋﺸﻮاﺋﯿﺔ ﻣﻤﺜﻠﺔ ﻣﻜﻮﻧﺔ ﻣ ﻦ ) ‪ ( 70‬طﺎﻟﺒ ﺎ ﻣ ﻦ ط ﻼب اﻟ ﺼﻒ اﻟﺘﺎﺳ ﻊ ﻣ ﻦ ﻣﺪرﺳ ﺔ ذﻛ ﻮر‬
‫ﻟﻘﺪ ُ‬
‫ﻏﺰة اﻟﺠﺪﯾ ﺪة اﻹﻋﺪادﯾ ﺔ " ج " ﻟﻼﺟﺌ ﯿﻦ اﻟﺘﺎﺑﻌ ﺔ ﻟﻮﻛﺎﻟ ﺔ ﻏ ﻮث وﺗ ﺸﻐﯿﻞ اﻟﻼﺟﺌ ﯿﻦ اﻟﻔﻠ ﺴﻄﯿﻨﯿﯿﻦ ﻓ ﻲ ﻗﻄ ﺎع ﻏ ﺰة‪ ،‬وﻗ ﺪ و‬
‫ُزﻋﺖ اﻟﻌﯿﻨﺔ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺘﯿﻦ ﻣﺘﻜﺎﻓﺌﺘﯿﻦ‪:‬ﻣﻦ ﺣﯿﺚ اﻟﺴﻦ و اﻟﺘﺤﺼﯿﻞ ‪ .‬إﺣﺪاھﻤﺎ ﺿﺎﺑﻄﺔ ﺗﺸﻤﻞ ) ‪( 34‬طﺎﻟﺒﺎ واﻷ ُﺧ ﺮى‬
‫ﺗﺠﺮﯾﺒﯿﺔ وﺗﺸﻤﻞ ) ‪ ( 36‬طﺎﻟﺒﺎ آﺧﺮ‪ .‬اﺳﺘﺨﺪم اﻟﺒﺎﺣﺚ ﺛﻼث أدوات ﻟﮭ ﺬه اﻟﺪراﺳ ﺔ وھ ﻲ اﺳ ﺘﺒﯿﺎن ﻟﻠﻤﻌﻠﻤ ﯿﻦ ﻟﻜ ﻲ ﯾﺤ ﺪدوا‬
‫أھﻢ ﻣﮭﺎرات اﻟﻘﺮاءة اﻟﻔﺎھﻤﺔ ﻟﻠﺼﻒ اﻟﺘﺎﺳﻊ واﺧﺘﺒﺎر ﺗﺤﺼﯿﻞ ﻗﺒﻠﻲ وﺑﻌ ﺪي إﻋ ﺪاد اﻟ ﺪروس اﻟﻤﻘﺘ ﺮح ﻟﻘﻄ ﻊ اﻟﻘ ﺮاءة ﻣ ﻦ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ ﻟﻠﺼﻒ اﻟﺘﺎﺳﻊ‪ .‬ﺗﻮﺻﻞ اﻟﺒﺎﺣﺚ ﻣﻦ ﺧﻼل ﺗﺤﻠﯿ ﻞ ﻧﺘ ﺎﺋﺞ ھ ﺬه اﻟﺪراﺳ ﺔ إﻟ ﻰ أن اﺳ ﺘﺨﺪام إﺳ ﺘﺮاﺗﯿﺠﯿﺔ اﻟﺘﻌﻠ ﯿﻢ‬
‫اﻟﻤﺘﻤﺎﯾﺰ ﻛﺎن ﻓﻌﺎﻻ ﻓﻲ ﺗﺤﺴﯿﻦ ﻣﮭﺎرات ﻓﮭﻢ اﻟﻘﺮاءة ﻟﺪى طﻼب اﻟﺼﻒ اﻟﺘﺎﺳﻊ ﻓﻲ ﻣﺒﺤﺚ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ﻓ ﻲ ﻣ ﺪارس‬
‫اﻻوﻧﺮوا ﻓﻲ ﻏﺰة‪.‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﻠﻌﺪﯾﺪ ﻣﻦ اﻟﻔﻮاﺋﺪ اﻟﺘﻲ ﻋﺎدت ﻋﻠﻰ اﻟﻄﻼب ﻣﻦ ﺗﻌﺎون و داﻓﻌﯿﺔ و ﺗﺤﻤﻞ اﻟﻤﺴﺆوﻟﯿﺔ‪.‬‬
‫ﻓﻲ ﺿﻮء ھﺬه اﻟﻨﺘﺎﺋﺞ‪ ،‬ﯾﻮﺻﻰ اﻟﺒﺎﺣﺚ ﻣﺪرﺳﻲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﺑﻀﺮورة اﺳﺘﺨﺪام إﺳﺘﺮاﺗﯿﺠﯿﺔ اﻟﺘﻌﻠ ﯿﻢ اﻟﻤﺘﻤ ﺎﯾﺰ ﻛ ﺄداة‬
‫ﻟﺘﺤﺴﯿﻦ ﻣﮭﺎرات اﻟﻘﺮاءة ﻟﺪى طﻼب اﻟﺼﻒ اﻟﺘﺎﺳﻊ ﺑﺸﻜﻞ ﺧﺎص و اﻟﻄﻼب ﺑﺸﻜﻞ ﻋﺎم‪.‬‬
‫‪VI‬‬
Table of Contents
No Subject Page
Dedication III
Acknowledgment IV
Absrtact V
Chapter I : Study Background:

1 Study Background 1
2 Statement of the problem: 5
3 Research questions: 6
4 Hypotheses : 7
5 Purpose of the study 7
6 Significance of the study 7
7- Limitations of the study 8
8. Operational definitions of terms 8
9. Abbreviations: 12
Chapter II : Literature Review
A. Theoretical Framework
SECTION( 1) DIFFERENTIATED INSTRUCTION
Introduction 16
1 Differentiated Instruction : 16
2 Theoretical Background of Differentiation 18
3 Impact Of DI on Students' Learning 18
4 What Differentiated Instruction Is: 19
5. What Differentiated Instruction Is NOT 20
6. Individualization vs Differentiation vs Personalization 20
7. Traditional vs. Differentiated Classrooms 23
8. Advantages and Disadvantages of DI. 25
9. Reasons for lack of differentiation 26
10. Key features of differentiated instruction . 26
11. Features of differentiated classroom: 28
12. Differentiated Instruction and hetrogeneous Grouping 30
13. Rationale for the use of Differentiated Instruction: 30
14. Reasons for differentiation : 32
VII
15. Goals of Differentiation 33
Table of Contents
No Subject Page
16. General principals of differentiation 34
17. Student characteristics for which teachers can differentiate . 35
18. Differntiation components 38
19. The best way to begin differentiation: 41
20. Classroom Management and DI: 42
21. Teacher’s role in differentiated instruction : 45
22. Students' role 46
23 The parent's role: 47
24 Assessment and grading in DI 48
Practices to avoid in using assessment in a differentiated
25. 48
classroom
26. Strategies for differentiating teaching . 50
27. Differentiated instruction and English Language teaching : 57
Summary: 58
SECTION (2) READING
Introduction 60
1. What is reading 61
2. Reading in Islam 64
3. Types of reading : 65
4. Factors affecting reading: 68
5. Components of reading 70
SECTION (3) READING COMPREHENSION
1. Reading and Reading Comprehension 73
2. What is reading comprehension 73
3. Elements of the process of reading comprehension 74
4. The importance of reading comprehension 75
5. Seven Strategies to Teach Students Text reading Comprehension 76
6. Factors affecting reading comprehension 78
7. Why is fluency important to reading comprehension? 79
VIII
Table of Contents
No Subject Page
8. Reading comprehension strategy VS skill 79
9. Relation between strategies and skills 81
10. Reading comprehension skills 81
11. Reading comprehension strategies 83
12. Teaching Reading comprehension Skills 86
Summary: 87
SECTION 4 READING COMPREHENSION AND DIFFERENTIATED
INSTRUCTION
1. Reading comprehension and Differentiated Instruction . 89
2. Planning differentiated Reading comprehension lessons 89
3. Practices to Differentiate Reading comprehension Instruction 91
4. English for Palestine 93
PART 2 Previous Studies
A. Studies related to differentiated instruction and reading
1 99
comprehension skills
Studies related to differentiated instruction and English
2 104
language teaching.
3 Commentary and Summary of the findings of previous studies 108
4 Summery 111
Chapter III Research Design
1. Research design 113
2. Sample of the study 113
3. Instrumentation 113
4. The pilot study 117
4. Difficulty Coefficient 123
5. Discrimination coefficient 123
6. Description of students 124
7. Lesson Planning 127
8. Procedures 128
9. Statistical treatments 129
IX
Table of Contents
Chapter IV Results: Analysis of data
1 The Results 131

1. Answer of the first question. 131
2. Answer of the second question. 132
3. Results of the first hypothesis 132
4 Results of the second hypothesis 133
5. Results of the third hypothesis 134
6. Results of the fourth hypothesis 135
7. Results of the fifth hypothesis 136
8. Summary 137
Chapter V Findings, Discussion, Conclusions, Implication and
Recommendations.
1 Findings 139
2 Discussion: 140
1. Interpretation of the first question 140
2. Interpretation of the second question 141
3. Interpretation of the third question 141
4. Interpretation of the fourth question 142
5. Interpretation of the fifth question 143
6. Interpretation of the sixth question 143
7. Interpretation of the seventh question 144
8. Pedagogical Implications: 146
9. Recommendations 147
10 Recommendations for further studies 148
References 149
X
Lists of tables
Table Subject Page

1. Individualization vs Differentiation vs Personalization 22
2. Differences between traditional classroom and DI classroom 24
3. Reading comprehension strategy VS skill 80
4. Distribution of students 113
5. The most important skills 115
6. The skills and the suitable time for every question: 118
7. Correlation coefficients of the items of the test with total mark 119
8. Correlation coefficients of the items of the test with domain 120
9. Correlation Matrix between each domain and the Total Marks 121
10. (K_R20) and split half coefficients for the test domains: 122
11. Difficulty and Discrimination coefficient for each items of the test 123
12. Groups Equivalence in Terms of Age 125
13. Groups Equivalence in Terms of Last-Year English Test Marks 125
14. Groups Equivalence in Terms of the Pre-Test Marks 126
T-test result of differences between the experimental group and the
15. 132
control in the post-test in skimming
16. 134
control in the post-test in scanning
17. 135
control in the post-test in inference
18. 136
control in the post-test in guessing meaning
19. 137
control in the post-test in prediction
20. the skills and the suitable time for every question in the post test: 145
XI
Appendices
No Subject Page
Appendices
1 English reading comprehension skills questionnaire 163
2 Reading comprehension test 165
3 The Lesson Planning 172
4 Referee Committee for the study tools 215
XII
Chapter I
Study Background
1
1. Study Background:
"O mankind, indeed We have created you from male and female and made you peoples
and tribes that you may know one another. Indeed, the most noble of you in the sight of
Allah is the most righteous of you. Indeed, Allah is Knowing and Acquainted." (Surah
al-Hujurat ,49:13) " And of His signs is the creation of the heavens and the earth and
the diversity of your languages and your colors. Indeed in that, are signs for those of
knowledge.." (Rum,30 : 22).Allah almighty in the Holly Quran informs us that we have
been created with unique differentiation such as abilities , characters , needs , interests. ;
even nature goes smoothly with this fact .
Language, age, tradition, gender, ability, disability, interest, talent, heritage, and religion
are just a few of the many forms of diversity that we see in the world around us. This
colorful mixture of humanity is not limited to particular continents, countries or even
cities. We see diverse populations everywhere and today’s classroom is no exception to
this trend. Each and every student, no matter the grade level , differs in terms of
interests , abilities , skills , cultural and economic backgrounds and academic levels.
McBride (2004:78) noted that "There can be up to a five-year difference in maturation

between any two average children in other words, every one is unique . Moreover ,
today’s classrooms are now defined by diversity ;and students are grouped in classes
primarily by age, but they are all very different in their background, prior knowledge,
personalities, likes, dislikes, and hobbies so that's one of many challenges a teacher
faces .Fore example, in a single classroom, students' learning abilities may range from
above grade level to below grade level. Regardless of their individual differences,
students are expected to master the same concepts, principles, and skills.
"A classroom is very similar to a bus station. Student passengers arrive from a montage
of backgrounds with very different needs. They form a mosaic of diversity—
academically, culturally, linguistically, economically, socially, and motivationally. The
road to their adult destinations will demand different routes" ( Hall :2002 ).Being faced
with this challenge of teaching students with a wide range of abilities requires teachers
to be innovative in how learning opportunities are offered ,as educational effectiveness
has been one of the main problems encountered in modern societies’ educational
systems. Thus, teachers specially in Palestine should take diverse student factors into
2
account when planning and delivering instruction by structuring learning environments
that address the variety of learning styles, interests, and abilities found within a
classroom.
Surprisingly in a class with 40 students , should I use 40 lessons ? Or, should I use one
for all? One-size-fits-all .Hoping to reach most of the students in a given lesson ,and
what is the level of students in that lesson? Is it low , medium or high achievement
students? What can we do to help all of our students reach their full potential? It is
useless to try doing the first and the second, teaching to the middle is ineffective. It
ignores the needs of advanced students, often leaving them unchallenged and bored,
while it confuses low achievement learners and that doesn't work with the high
achievement ones.
Reaching every student can be done if a variety of methods and activities are used
"students are more successful when they are taught based on their own readiness levels,
interests, and learning profiles"( Tomlinson,2000:20) .Thus, we need a strategy that
accommodates the diverse learning needs of the students by varying the methods and
materials used to teach each item. One of the most effective strategy is differentiated
instruction. "It is vital to affect positive change in student performance, because the
one-strategy-fits-all approach doesn't work in a real classroom" (McBride , 2004:39) .
It helps students with diverse academic needs and learning styles master the same
challenging academic content.
Tomlinson (2000) States that "

" differentiated instruction is the change of the
teaching process based on teaching routines that
correspond to the large span of students’
differences in mixed ability classrooms, such as
student’s readiness, interests and learning style …
Differentiated instruction, in a nut shell, allows
students to understand and learn the same
concepts, how to process information, make
sense of new information, and develop diversified
products (Tomlinson, 2000: 20)".
3
In the differentiated classroom all students participate in their own learning and engage
in the lessons that the teacher is teaching , moreover, it encourages student’s uniqueness
in the schools and teachers that employ differentiated instruction enhance their pupil’s
gifts and help build their weaknesses. Differentiating does not mean providing separate,
unrelated activities for each student but does mean providing interrelated activities that
are based on student needs for the purpose of ensuring that all students come to a
similar understanding of a skill or idea. DI is teaching differently, it involves changing
how we teach and what we teach to ensure that students receive data-informed
instruction. Teachers should vary and adapt their approaches to fit the vast diversity of
students in the classroom. To conclude , "The theory that supports differentiated
instruction has great impact in teaching all over the world bringing major changes in the
way teachers envision and practice teaching".(Valiande et al, 2011:4).
Learning English language is very important, because English has become a major
means of communication all over the world . It is the language of science, globalization,
commerce, trade, politics, history, education, media and technology . A lot of strategies
are used to teach English as a second language , yet we have difficulties in teaching it
.Thus we need a blend of these methods and strategies to fulfill our aims; which is
teaching English to students to gain comprehension and fluency like native speakers.
According to Takase (2009:28) ," The best way to achieve that goal is through
differentiated instruction that takes into account Ells' English language proficiency".
Moreover , Fuchs (2002:23) said " DI is nowadays recognized to be an important tool
for engaging students and addressing the individual needs of all learners in the foreign
language education."
As you know , English language has four skills receptive like listening and reading, and
productive like speaking and writing. All of them play an essential part in acquiring a
language. The researcher thinks that developing reading skill leads to better
understanding of a language. Forexample, Alan (2011:37) said "Reading is the most
important skill a child can develop, learning to read is an important skill every child
must develop to be successful in school". Regardless of the subject matter taught, a
child must be able to read and comprehend what they are reading. "Good reading skills
are the foundation for a proper education" (Alan ,2011:5) .Moreover , Many studies
such as (Chen, 2003; Fuchs, et al., 2002; Li, 2004; Yang & Hung, 2008; Abu shamlah
4
2010, Al Udaini (2011) and Habboush (2010). have proved that there is a strong
correlation between reading comprehension skills and academic success.
Reading comprehension is the process of constructing meaning from the text. The goal
of all reading instructions is ultimately targeted at helping a reader to comprehend a
given text. Reading comprehension involves at least two people; the reader and the
writer. "The process of comprehending involves decoding the writer's words and then
using background knowledge to construct an approximate understanding of the writer's
message" (Chen, 2003: 161). In brief, the main purpose of reading is to comprehend the
text being read , if comprehension does not take place then the activity of reading is
without purpose.
Teaching Reading comprehension as one of the major skills of language learning is a

broad area in which the learners' different learning characteristics play an important
role. It goes without saying that learners learn the Reading comprehension skills
differently by resorting to the differential, personalized styles and strategies they
possess .According to Farrell (2009:7) “There is no single method or combination of
methods that can successfully teach all children to read. … teachers must have a strong
knowledge of multiple methods for teaching reading . .Thus, to be able to implement a
practical method of teaching Reading comprehension skills , teachers need to be aware
of their learners' current skill levels, strengths and challenges, interests and preferences,
and needs and goals. The challenge is for teachers to ensure that the needs of all learners
are equally valued and attended to. Thus the researcher think that DI can be a suitable
strategy for teaching reading.
2- Statement of the problem:
Because English language teaching plays an important role in educational curriculum in

Palestine and from the researcher experience as a deputy school principal at UNRWA
schools ,and from the analysis of eighth grade students' results at the unified exams
2011/2012 , the researcher noticed that there is a problem in the side of reading
comprehension questions, Hopefully, the results of the study will be useful for both EFL
and ESL learners and teachers.
5
As the researcher reflects about his teaching, he realizes that he strives to have a
learning environment that allows each student to reach his or her full potential. Since
there is no ability grouping within the grade level .How can a classroom where all
students work on the same assignments and take the same assessments meet the needs
of such a wide spectrum of students? He consistently senses confusion and stress in his
low-achieving students and annoyance and boredom in his high-achieving students.
Finding the degree of effectiveness of using differentiated instruction strategies on
developing reading comprehension will provide us with opportunities to look differently
at the curriculum, instruction and assessment with special regards to reading
comprehension and differentiated instruction. This study is just a corner stone in this
issue.
3- Research questions:
The present study proposes the following major question:

- What is the effect of using differentiated instruction strategies on developing ninth
graders' English reading comprehension skills ?
Form the above mentioned question, the following sub-question is derived.
1) What are the suitable differentiated instruction strategy for teaching reading skills?
2) What are the suitable reading comprehension skills for ninth graders?
3) Are there statistically significant differences at (α ≤ 0.05) between the performance
of the control group and that of the experimental one in relation to ‘skimming’ in the
post test?
4) Are there statistically significant differences at (α ≤ 0.05) between the
performances of both groups in relation to ‘scanning’ in the post test?
performances of both groups in relation to ‘inferences’ in the post test?
performances of both groups in relation to ‘guessing meaning from context in the post
test?
performances of both groups in relation to ‘prediction ' in the post test?
6
4. Hypotheses :
1) There are no statistically significant differences at (α ≤ 0.05) between the

performance of the control group and that of the experimental one in relation to
‘skimming’ in the post test.
performances of both groups in relation to ‘scanning’ in the post test?
performances of both groups in relation to ‘guessing meaning from context’ in the post test?
performances of both groups in relation to ‘prediction ’ in the post test?
5- Purpose of the study:
The overall purpose of this study is to improve ninth grade students’ English language
reading comprehension skills through the use of DI. Accordingly, related suggestions
and recommendations may be offered . Beside, identifying the reading comprehension
skills appropriate for nine graders' level. The following are the purposes of this study:
1. Improving ninth grade students’ English language reading skimming skill through
the use of DI.
2. Improving ninth grade students’ English language reading scanning skill through the
use of DI.
3. Improving ninth grade students’ English language reading inference skill through the
use of DI.
4. Improving ninth grade students’ English language reading guessing meaning from
context skill through the use of DI.
5. Improving ninth grade students’ English language reading prediction skill through
the use of DI.
6- Significance of the study:

It is hoped the findings of this research would be beneficial to foreign language learning.
First of all, being aware of the correlation between using differentiated instruction strategy
and English language teaching in general and reading in particular , this study :
7
1- can help English language curriculum designers provide a more effective curriculum
for ninth graders equipped with current trends of teaching and learning.
2- can help ninth graders' teachers improve their performance through using
differentiated instruction strategy in teaching reading comprehension.
3- can benefit supervisors to conduct training courses for teachers of English to raise
their awareness of the importance of using DI strategy in teaching reading
comprehension.
4- can help the English language teachers to benefit from the suggested strategy and its
content when teaching reading comprehension skills.
5- can contribute to improving the process of teaching English in general and the
reading comprehension in particular.
7- Limitations of the study:
The study will be applied within the following limitations:

- The study will be conducted during the second semester of the scholastic year
2012/2013.
- The study will be conducted on grade nine male students studying at New Gaza Prep
Boys C at UNRWA west educational area schools .
- The study will be conducted on four units ( 9,11,12 ,14).
- The study will be conducted on the following sub skills : skimming , scanning,
prediction, guessing meaning from context and interference.
- The study will be conducted on the following DI strategies : multiple intelligences
theory , Cooperative learning (think pair and share and Student Team Achievement
Division) , Tiered activiries , Anchor Activities , Learning Profiles/Styles and Reading
Buddies
8. Operational Definitions of Terms:
The researcher adopts the following comprehensive, clear and direct operational
definitions through reviewing related literature and other previous studies.
8.1. Effect : The change in the learners' achievement level in English language that
may result from implementing the suggested DI strategy.
8
8.2. Differentiation:
From the researchers' review of this topic , he noticed that Differentiation is a complex
concept .Thus there are many definitions and interpretations of it :
Convery (1999, 4) defines it as “a process by which teachers provide opportunities for

pupils to achieve their potential, working at their own pace through a variety of relevant
learning activities.”
Carol Ann Tomlinson (2000:68) describes differentiation as follows:
Differentiation is simply attending to the learning needs of a

particular student or small group of students rather than the
more typical pattern of teaching the class as though all
individuals in it were basically alike. The goal of a
differentiated classroom is maximum student growth and
individual success. Personal success is measured, at least in
part, on individual growth from the learner's starting point--
whatever that might be. Put another way, success and personal
growth are positively correlated.
Heacox (2002, 5) defines differentiation as:
Differentiation means changing the pace, level, or kind of

instruction you provide in response to individual learners
needs, styles, or interests. Differentiated instruction
specifically responds to students progress on the learning
continuum – what they already know and what they need to
learn. It responds to their best ways of learning and allows
them to demonstrate what they have learnt in ways that
capitalize on their strengths and interests.
The researcher defines it as a process of lesson design where the teacher varies
approaches to content, process, and product in anticipation of and response to student
differences in readiness, interest, and learning needs.
9
8.3. Skimming:
reading material quickly in order to get the gist of it, to know how it is organized, or to
get an idea of the tone or the intention of the writer
8.4. Scanning:
The researcher adopts Grellet's (1995:50) definition "scanning as quickly searching for
some particular piece of information in the text. scanning means looking through a text
for specific item of information such as a date, a number or a place”.
8.5. Guessing meaning of words from context:
It refers to the reader's attempt to predict or to assume meaning of an unfamiliar word

taking help of clues from the context without sufficient information.
8.6. Inferences :
Reading behind the literal meaning or reading between the lines, or to conclude what
the reader has to summarize stated facts.
8.7. Prediction:
According to Grellet (1995: 17), prediction refers to “the faculty of predicting or

guessing what is to come next, making use of grammatical, logical and cultural clues”.
9. Reading comprehension:
A complex cognitive process of extracting and constructing meaning through

interaction and involvement with written text, which includes fluency, vocabulary
development and understanding what words and connected text mean. In addition, it's
the ability to make sense of the author’s message.
10. Cooperative Learning :
According to Johnson,et all. (2000:99) cooperative learning is ―the instructional use of

small groups so that students work together to maximize their own and each other’s
learning.
10
10.1. Think pair and share technique :
The think, pair, share technique is a cooperative learning that encourages individual
participation and is applicable across all grade levels and class sizes. Students think
through questions using three distinct steps:
1. Think: Students think independently about the question that has been posed,
forming ideas of their own.
2. Pair: Students are grouped in pairs to discuss their thoughts. This step allows
students to articulate their ideas and to consider those of others.
3. Share: Student pairs share their ideas with a larger group, such as the whole
class. Often, students are more comfortable presenting ideas to a group with the
support of a partner. In addition, students' ideas have become more refined
through this three-step process.
10.2. Student team achievement division:
The cooperative learning technique used in this study is the Student Team Achievement
Divisions' (STAD) method developed by Slavin , in which students are divided into
heterogeneous groups of four or five of different levels, averages, and of diverse
background. Each week, new material is presented. Team members then work together
on worksheets designed to help students to scan, skim and expand the material
presented in the reading text. Afterwards, answers of the worksheets will be given to
students, making clear that their task is to learn the concepts not simply fill out the
worksheets.
11. Anchor Activities:
Anchor Activities are ongoing activities that students work on independently. They can
be done throughout a unit of study. These activities are very helpful when
differentiating instruction because when students finish assigned work, they can
continue work on anchor activities so others can finish at their own pace. They allow
the teacher to work with small groups or individual students.
11
12. Learning Profiles/Styles:
The way in which a student prefers to study and present information to others, such as
written, auditory, kinesthetic (acting out), visually, alone, in a group, and so on.
9. Abbreviations:
STAD = Student Team Achievement Divisions.

DI = Differentiated Instruction.
SPSS = Statistical Package for Social Sciences
ESL = English as a second language
EFL = English as a foreign language
UNRWA = Stands for United Nations Relief and Works Agency.
IUG = stands for the Islamic University of Gaza.
UKD = Understand , know , do
STAD = Student Team Achievement Division
12
Chapter II
Literature Review
13
II
(A)Literature Review
Aiming to investigate the effect of using DI on the ninth graders' English reading
comprehension skills at Gaza UNRWA schools . This chapter is divided into two main
parts. The first part is a theoretical framework which includes four sections: the first
sections is about differentiated instruction, the second sections is about reading ,the
third is about reading comprehension, and the fourth one tackles differentiated
instruction and reading comprehension . The second part discusses some previous
studies that other researchers have conducted in concern with differentiated instruction
and reading comprehension. Brief details are given; and suggestions as well as
recommendation of their studies are drawn through the discussion. Then the researcher
presents his comments on those previous studies.
14
PART 1
Theoretical Framework
SECTION 1
DIFFERENTIATED INSTRUCTION
15
Introduction :
Teachers in everywhen and everywhere strive to have a learning environment that

allows each student to reach his or her full potential. Daily observations of students
reveal that this is not consistently happening – to some extent- in our traditional
classroom setting. Since there is no ability grouping within the grade level we teach, our
classes consist of students classified as gifted as well as those considered to have
learning needs. How can a classroom where all students work on the same assignments
and take the same assessments meet the needs of such a wide spectrum of students?
Most of us consistently sense confusion and stress in our low-achieving students and
annoyance and boredom in our high-achieving students. Differentiated instruction is a
way to change this classroom scenery to meet the needs of the diverse student body.
Therefore, educators must use differentiated instruction to enhance the quality of
learning by meeting students where they are and pushing them a step forward.
Beside that , take a look at the students in your school. Does everyone dress the same?
Talk the same? Have the same interests? Have the same abilities? The answer to these
questions is obvious. Then why do we present students with the same lesson, at the
same time, and in the same manner? In classrooms , we can find students who can read
and write more fluent than their partners , while others are still weak. Many researches
proved that Students' intelligence is variable ,their Approaches to learning (styles,
modes, interests) are variable. Being faced with that , one finds himself being obliged to
use different ways to meet that differentiation among students. But the problem is that
does effectively teaching 30 students in one classroom require teachers to use 30
lessons, one for each student? Or should teachers use one and hope to reach most
students in a lesson ,teaching to the middle is ineffective. It ignores the needs of
advanced students and leaves them bored, and confuses lower achievement learners. So
, how can we bridge this gap ; best practice suggests an alternative: differentiated
instruction.
1. Differentiated Instruction :
Differentiation is a word we are hearing more and more from educators lately. It is not a
new trend; however, the concept has been around for several decades. But, it is
nowadays recognized to be an important tool for engaging students and addressing the
16
individual needs of all learners in the foreign language education. There is no strict
formula for differentiation. From the researchers' review of this topic , he noticed that
differentiation is a complex concept , and there are many definitions and interpretations
of it :
Convery & Coyle (1999, 37) defines it as “a process by which teachers provide
opportunities for pupils to achieve their potential, working at their own pace through a
variety of relevant learning activities.” Tomlinson (2000:68) describes differentiation
as follows:
Differentiation is simply attending to the learning needs of a

particular student or small group of students rather than the
more typical pattern of teaching the class as though all
individuals in it were basically alike. The goal of a
differentiated classroom is maximum student growth and
individual success. Personal success is measured, at least in
part, on individual growth from the learner's starting point--
whatever that might be. Put another way, success and personal
growth are positively correlated.
Heacox (2002, 5) defines differentiation as:
Differentiation means changing the pace, level, or kind of

instruction you provide in response to individual learners
needs, styles, or interests. Differentiated instruction
specifically responds to students progress on the learning
continuum – what they already know and what they need to
learn. It responds to their best ways of learning and allows
them to demonstrate what they have learnt in ways that
capitalize on their strengths and interests.
In another words, differentiation means getting the best out of every pupil so that they
are able to show what they know, what they understand, and what they can do. It also
means having high expectations for all students and adjusting learning so that their
needs are met- from the struggler right through to the most gifted student.
17
2. Theoretical Background of Differentiation
The theory of differentiated instruction is based mainly on the theory of social

constructivism of (Vygotsky, 1978) and emphasizes the active participation of students
in the learning process where the construction of knowledge emerges due to the
interactions of students with their environment (other students, teachers, knowledge,
educational material etcetera). DI is a critical instructional methodology that provides a
practical application of constructivist teaching , which is the philosophy that students
are not blank slates and that learning should be built upon prior knowledge by activating
related schema. Constructivist teachers suggest that a student will learn better when the
student is actively engaged in the construction of knowledge rather than passively
receiving knowledge." In a constructivist learning process where differentiation is
applied, a child-centered teaching approach sees every student as a unique “biography”
and not as a copy of the same picture."(Strangman and Meyer ,2003:20).
Consequently, differentiation is the correspondence to the needs of each student and the
facilitation of construction of knowledge for each and every student that cannot be
considered as a transfer of knowledge (Valiande. and Koutselini ,2009:90). "The model
for differentiation is rooted in educational theory whose principles include: student-
centered, meaning making, active approaches to learning. These constructivist
approaches were advocated by writers including John Dewey, Piaget, Jerome Bruner."
(Hobson, 2004:99)
3. Impact Of DI on Students' Learning
Differentiated instruction has everything to do with student learning. According to

Tomlinson (2001:1), “differentiating instruction means ‘shaking up’ what goes on in the
classroom so that students have multiple options for taking in information, making
sense of ideas, and expressing what they learn". In other words, a differentiated class-
room provides different avenues to acquiring content, to processing or making sense of
ideas, and to develop products so that each student can learn effectively. This is
necessary because students will not learn everything at the same level at the same time
and that students have different needs. Therefore, according to Gregory and Chapman
18
(2007), "'through differentiation students are given the opportunity to learn to their
fullest potential.''
4. What Differentiated Instruction Is:
After a brief introduction about the origins of differentiated instruction , it's better to
know what is and isn't differentiated instruction. That means by contradicting it with
what it is not , it will be clearer. Summarizing Tomlinson (2001:8-11): differentiated
instruction could be the following :
1. Proactive rather than reactive.
2. more qualitative than quantitative
3. provides multiple approaches to content, process, and product
4. student centered
5. a blend of whole-class, group, and individual instruction
6. "Organic.”
• Ongoing collaboration with students
• Frequent adjustments
5. What Differentiated Instruction Is NOT:
In order to understand what DI is exactly, we should understand what is not DI.

Tomlinson (1995:85) suggests that many teachers think that they actually differentiate
teaching when they ask some students, who seem to understand the topic that is being
taught quite well, to answer more complex questions in a discussion, or to share
advanced information on a topic, or grade some students a little harder or easier on an
assignment in response to the students perceived ability and effort, or let students select
which questions to answer or skip on a test. Moreover , a lot has been written about
what differentiation is, how we differentiate in a classroom and so on. However, one
needs to be careful to avoid some common misunderstandings about differentiation .
Thus , Tomlinson (2001:12-13) states that differentiation is NOT the following :
1. An individualized Instruction
2. Chaotic
• Activities are well planned
19
• Students are engaged in learning
3. just another way to provide homogeneous grouping we use flexible grouping.
4. “Tailoring the same suit of clothes"
In addition, from reviewing literature ,the researcher thinks that differentiated

instruction is not the following:
• Grading particular students harder than others
• Allowing students who finish a required task earlier than others to play games
• Having more advanced learners do extra work, book reports etcetera.
• Assigning more work, at the same level, to high achieving students
• Grouping students into cooperative learning groups that do not provide for individual
accountability, or do not focus upon work that is new to all of them
• Focusing upon students weaknesses and ignoring their strengths
• A different lesson plan for each student each day
• Students spending a significant amount of time teaching material which they have
already mastered to others who have not yet mastered it
In conclusion, differentiation means getting the best out of every pupil so that they are
able to show what they know, what they understand, and what they can do. It also
means having high expectations for all students and adjusting learning ,so that their
needs are met- from the weak right through to the most gifted student.
6. Individualization vs Differentiation vs Personalization:
The three topics are misleading and their meanings are overlapped .Differentiated
instruction is not the same as individualized instruction. Every student is not learning
something different; they are all learning the same thing, but in different ways. And
every student does not need to be taught individually; differentiating instruction is a
matter of presenting the same task in different ways and at different levels, so that all
students can approach it in their own ways. Tomlinson (2005:13-14) differentiated
between them as follows:
Individualized instruction proposes that each learner have materials and tasks based on
the very particular needs of that student. It's likely that (a) we could never generate
enough lesson plans to address the needs of each individual we teach, and (b) we really
don't know how to make such precise distinctions between each student so that we
20
could "slice the onion that thin" -- even if time were not an issue.Differentiation
suggests we look at "ballparks" or "zones" in which students cluster -- so that on a
particular day, depending on our students and their needs -- we might offer two or three
or four routes to a goal -- not 23 or 30. In addition, during the heyday of individualized
instruction, our sense of student learning was based on behaviorism (absorption, drill,
repetition) -- and curriculum had that orientation. Now we understand more fully the
role of the brain in learning -- the need for students to make sense of what they learn.
Individualized instruction tended to have more of a drill orientation. Differentiation
focuses also on helping students understand ideas and apply skills so that they develop
frameworks of meaning that allow them to retain and transfer what they study.
It seems that individualization refers to instruction that is paced to the learning needs of
different learners. Learning goals are the same for all students, but students can progress
through the material at different speeds according to their learning needs. For example,
students might take longer to progress through a given topic, skip topics that cover
information they already know, or repeat topics they need more help on.
Individualization means that the work is adjusted to each learner, with the adjustments
being based upon the knowledge of each learner’s potential. It definitely does not mean
that all learners work upon the same task individually, whereas, it refers to instruction
that is tailored to the learning preferences of different learners. Learning goals are the
same for all students, but the method or approach of instruction varies according to the
preferences of each student or what research has found works best for students like
them. Tomlinson (2005:30) summarized the differences as follows :
21
Table (1)
Individualization Differentiation Personalization

starts with the needs of the starts with groups of
individual learner learners starts with the learner
accomodates learning needs of adjusts to learning needs of connects with interests,

the individual groups of learners passions, and aspirations
explicit instruction based upon explicit instruction based learners actively participate
the learning needs of an upon the learning needs of in
individual learner groups of learners the design of their learning
teachers create or adapt

instruction and choose
teachers customize lessons and roles
tasks for learners based on for learners based on learners have a voice and
individual needs different needs of learners choice on what they learn
same objectives for learners

with specific objectives for
individuals who receive one- same objectives for groups different objectives for each
on-one support of learners learner
technology and resources are technology and resources
selected to support the are selected to support the learner selects appropriate
learning needs of an individual learning needs of groups of technology and resources to
learner learner support their learning
learners are dependent on learners build a network of
individual teachers or para- learners are reliant on the peers, teachers, and others to
professionals to support their guidance of teachers to guide and support their
learning support their learning learning
based on Carnegie unit competency-based models
based on Carnegie unit (seat (seat where the learner
time), grade level time), grade level demonstrates mastery
22
Ww
Individualization Differentiation Personalization

assessment OF learning assessment FOR learning assessment AS learning
summative assessment is teachers develop capacity to
grade-based and involves time- assessment involves time- create independent learners
based testing which confirms based testing and teachers who set goals, monitor
what learners know and don’t provide feedback to advance progress, and reflect on
know learning learning
In conclusion , individualization as a sort of differentiation, during which the

heterogeneous classes are maintained and internal differentiation - which respects the
individual differences among learners - takes places. So this kind of instruction actually
supports the collective learning of pupils with different abilities. While personalization
refers to instruction that is paced to learning needs, tailored to learning preferences, and
tailored to the specific interests of different learners. In an environment that is fully
personalized, the learning objectives and content as well as the method and pace may all
vary so personalization encompasses differentiation and individualization.
7. Traditional vs. Differentiated Classrooms:
We can't forget our classrooms where teaching to the middle model of instruction was
the norm . When confronted with large class sizes, whole class instruction often seems
the easiest methodology to employ and the one type of instruction that most of us feel
comfortable using ,as it mirrors how we were taught when younger. When teaching in
this model, we pay little attention to individual differences and focus on as much of the
text as possible to ensure coverage of the curriculum. Traditional classrooms employ
assessment at the end of the unit and rarely use assessment data to drive instruction on a
day to day basis .If grouping strategies are used, most often homogeneous ability groups
are created with the intention of providing remedial instruction for those students who
need extra help and providing challenge for those who need an extra “push.” The way"
Students are divided into this model greatly impacts the quality of instruction provided,
creates quite an inequitable structure, and sends a negative message to students
regarding expectations for performance".(Tomlinson & Dockterman,2002:24-25).
23
The differentiated classroom, on the contrary, greatly emphasizes and values student
differences. Teachers are sensitive to student learning differences and develop
curriculum opportunities that are responsive and appropriately challenging for each
individual student. After careful examination of readiness levels, learning profiles and
interest, teachers focus on a variety of instructional methodologies that reach each
learner and create opportunities for students to make intelligent choices regarding the
learning process. Ongoing assessment plays a crucial role and provides invaluable
information to teachers as they work from day to day to develop lessons that best meet
students' needs. "The differentiated classroom is responsive and truly emphasizes and
celebrates diversity of learning styles. It does not assume that one student’s road map
for learning is identical to anyone else’s " (Tomlinson & Dockterman, 2002:25-26).
Table (2)
Differences between traditional classroom and DI classroom
traditional classroom DI classroom

Differences are acted upon when Differences are studied as a basis for
problematic planning.
• Assessment is most common at the end • Assessment is on-going and diagnostic to
of learning to see“who got it” to make instruction more responsive to
learner needs
• A relatively narrow sense of intelligence • Focus on multiple forms of intelligences
prevails is evident
• Coverage of curriculum guides drives • Student readiness, interest, and
instruction learning profile shape instruction
• Whole class instruction dominates • Many instructional arrangements are
used
• A single text prevails • Multiple materials are provided
Adapted from (Irujo,2004:72)
8. Advantages and Disadvantages of DI:
Nothing is perfect, and DI is not strange to this fact. Thus it has advantages and
disadvantages. But the researcher thinks that differentiated instruction has many
advantages over traditional teaching methods. Here are some of the core advantages of DI.
24
8.1 . Advantages of DI
According to Hall (2002:98) some of the advantages of traditional method could be :
• They meet the needs of diverse students with a variety of learning styles.
• They accommodate students with learning disabilities and other types of
disabilities.
• Differentiated instruction stimulates creativity and helps students understand
ideas at higher levels of thinking than teaching through rote memorization alone.
• They are uniform and consistent;

• Subjects and skills are taught in a specific order that changed little; and
• Instruction adequately met the needs of about half of students in a classroom.
8.2. Disadvantages of Differentiated Instruction:

According to Hall (2002:120) "there are some disadvantages to implementing
differentiated instruction into a classroom. However, these disadvantages mainly impact
the teacher rather than the students, and fall into three categories: time, resources, and
complexity". Teachers must take time out of the school day to assess students' learning
needs and determine their learning styles. They must also take time to look through the
assessments, determine the appropriate action to best accommodate students' learning
needs, plan lessons, and implement accordingly. Likewise, for a teacher to
accommodate their students' learning needs, resources are required to follow through in
assisting students. Differentiation is also complex. Lessons will not only be written for
the whole class, but for specific groups of students or individual students. In fact, some
teachers "found it almost impossible to provide sustained properly executed lessons for
every child or group" (Schmoker, 2010 :22).
Another disadvantage of differentiated instruction could be a chaotic classroom. When

students are actively participating and engaged in working groups, the noise level of the
classroom will likely be higher than one with students who are independently working.
However, once teachers and students are accustomed to the increased noise level, this
may no longer be an issue, here is another group of the disadvantages of it.
• They are inflexible;

• Students with diverse backgrounds and disabilities often did not respond well to
this delivery;
25
• Subject matter was not upgraded quickly enough to keep students' skills and
general knowledge current; and
• Instruction focused on memorization and less on higher level thinking skills.
In conclusion , nothing is perfect . All has strong points and weak ones, we can't forget
our traditional classes and it's unfair to say they are bad and should be deleted
completely.However,we should adopt modern techniques and strategies in teaching our
students. Beside, many researchers indicated the efficiency and effectiveness of DI. We
should have the courage of changing our old tools with more up to date ones ; and not to
surrender to some fragile obstacles. Our students are our future.
9. Reasons for lack of differentiation:
VanTassel-Baska and Stambaugh (2005) identifies a number of reasons for the lack of
differentiation , most of them are related to teachers who :
1 . lack the content knowledge necessary to extend and differentiate the typical
curriculum content areas to cater for gifted and talented students.
2 . lack the classroom management skills necessary to support differentiated teaching.
3. lack the beliefs needed to implement differentiated teaching, such as the belief that
students differ in how they learn, that students can acquire knowledge that is not
understood by the teacher.
4 . do not know how to accommodate the approaches to learning by gifted students who
are from different cultural groups (ethnic, social) or who are also underachievers.
10. Key features of differentiated instruction :
Good differentiation means that the teacher examines how well he/she is providing
variety and challenge in learning, how they identify who among the students is best
served by the current lessons, then modifies these lessons as needed in order that more
students can be successful learners. Tomlinson (1995: 79) mentions one important fact ''
that differentiated teaching needs to be more qualitative than quantitative.'' In her
opinion many teachers incorrectly assume that differentiating teaching means giving
some students more work to do, others less. Although such approaches to differentiation
may seem to have an adequate rationale, they are usually ineffective.
26
Differentiation ,as mentioned is a crucial idea in the teaching and learning process ;
moreover it is not a haphazard strategy. It has certain procedures and features .
Summarizing Willis & Mann (2000:40-58), the following are some of the features of
this strategy :
10.1. Flexible Learning Groups:

In a differentiated classroom, students are grouped and regrouped, frequently and
flexibly based
on their:
• Readiness to learn a concept
• Interest in a concept
• Learning preferences in working with or thinking about a concept; or
• Environmental or social sensitivities
In other words, Flexible, short-term groups are sometimes determined by the teacher,
sometimes by the students, and sometimes they are random, all depending on the
purpose for grouping. So grouping is a mean to an end which is making work more
comfortable with all members in the class. That indicates the difference between it and
heterogeneous classes.
10.2. Choice:
As mentioned earlier , DI is learner centered , so choice is one of the key features of it.
It enables students to be partners in their learning ; with personalized opportunities to
connect with their prior knowledge, interests and learning preferences. When students,
have some choice they feel a sense of ownership for and commitment to their learning
that is not possible when it is being directed by teachers.
10.3. Respectful Tasks
In a differentiated instruction classroom, all students focus on their learning goals and
learn in ways that are motivating and challenging. Tasks are respectful when students
are engaged in learning opportunities that are just as interesting and appealing as those
of other students. Respectful tasks support risk-taking in students at a time when they
may be reluctant to take chances in learning for fear of appearing foolish in front of
their friends. Students are more likely to feel secure in beginning and persevering with a
task when everyone in the class is working on something that they find personally
demanding and challenging.
27
10.4. Shared Responsibility for Learning:
We as educators , not only have a responsibility to help our students achieve curriculum
expectations, we also need to support students in developing the knowledge and skills
required for them to learn independently. Students who are aware of how they learn best
and who know how they are progressing towards a particular learning goal can inform
our next steps as teachers. In addition, they develop a sense of responsibility for their
own learning and for the conditions that support their learning. It makes sense,
especially in a differentiated classroom that is based on responding to student learning
needs, that we help our students develop the skills and habits they need to be their own
best assessors.
11. Features of differentiated classroom:
If we look at schools in general, we always find pupils who struggle with learning,
others who are gifted and perform beyond expectations, with some in between. Within
these three groups individuals also learn in different ways and have differing interests.
To be able to meet the needs of all the students , teachers need to differentiate in their
classrooms. Teachers who attempt to apply differentiation in their classrooms should
keep several basic principles readily to mind. Tomlinson (1995: 35) in her study about
differentiated classrooms, identified four characteristics that shape teaching and learning
in an effective differentiated classroom. These are summarized below:
1. The assessment is ongoing and is built into the curriculum. Teachers realize that not
all students need a given task or segment of study. Also, they continuously try to assess
students' readiness and interest, provide additional support and guidance when needed
and they extend students' exploration when there are indications that an individual
student is ready to move ahead.
2. In a differentiated classroom, flexible grouping is consistently used. Students often
work in many instructional patterns. It can either be in pairs, in groups, or individually.
Whole-group teaching is usually used for introducing new ideas, when planning and
when sharing learning outcomes. Sometimes the tasks are constructed to match the
learning style, at other times they can be interest-based.
3. Instruction is concept-focused and principle-driven. This means that all students need
to have the opportunity to explore and apply the key concepts of the subject being
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studied. They further need to understand the key principles upon which the study is
based. Such teaching enables struggling learners to grasp and utilize powerful ideas and,
at the same time, encourages the advanced learner to expand their understanding and
application of the key concepts and principles. This kind of teaching stresses
understanding, or sense making, rather than retention and regulation of fragmented bits
of information.
4. In a differentiated classroom the students are active explorers, with the teachers
guiding their explorations. There are varied activities going on simultaneously in a
differentiated classroom and that is why the teacher works more as a guide, or facilitator
of learning, than as a dispenser of information. Students need to realise that they are
responsible for their own work and for planning, because such centeredness offers them
greater ownership of their learning.
Moreover , Heacox (2002: 10-12). lists some features of classroom environments that
support differentiation .These classrooms reflect environments that:
• Promote acceptance of student differences.
• Affirm the learning strengths of all students.
• Acknowledge the differing learning rates and styles of students.
• Recognize that in order for work to be fair for all students, it will sometimes be
different for some students.
• Accept that success means different things to different people.

• Allow students to work with various people, depending on learning tasks and student
needs.
• Recognize that student interest is the key to motivation and that students have different
interests.
• Promote personal responsibility for classroom learning.
• Build feelings of self-confidence and confidence in learning.
• Value effort.
• Nurture students toward independent learning.
• Support and celebrate student success.
• Encourage the development of student strengths, interests, and learning preferences.
• Nurture students’ creative spirits.
• Honor the work of all students.
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To summarise, in a differentiated classroom every student has an opportunity to
succeed. A single experience with success is enough to encourage a student to approach
new learning situations with confidence and motivation ; success leads to more success.
In a differentiated classroom there is less frustration , confusion or boredom, plus there
should also be a balance between student-selected and teacher-assigned tasks and
working arrangements. This balance will vary to a certain degree for each student, based
upon the nature of the task, the classroom conditions and so on. If the teacher starts with
differentiation in his, or her class, it is also quite important to help students and their
parents to understand, and feel comfortable with the new decorate of the classroom.
12. Differentiated Instruction and heterogeneous Grouping
The heterogeneous classroom is filled with students with different levels .Many teachers
make the mistake of thinking that differentiated instruction is a form of homogeneous
grouping. In other words, the struggling students are grouped together, the gifted
students are grouped together, and the students that are in the middle ability are grouped
together. Then, they are each given tasks that match their ability. This could not be
farther from the truth. Flexible grouping is essential in a differentiated classroom.
Flexible groupings allow students that are strong in one area to help those that are week
and vice versa. Teachers must acknowledge the fact that sometimes, these groups will
proceed slowly, and then sometimes, the groups will move very quickly. Tasks must be
handled accordingly. Group composition can often change, depending on the type of
task at hand.
13. Rationale for the Use of Differentiated Instruction:
Through thorough review of literature the researcher recognized that there are many
factors that have driven the need for differentiated instruction. The first is what
Tamilson (2006:30) mentioned:
1. To ensure that no child is left behind in terms of developing his or her possibilities.
2. The movement toward inclusion of special education students.
3. the identified weakness in the way in which gifted students have been served.
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The second one is the increasing number of English language learners. Differentiating
instruction in classroom has become even more critical with the increasing population
of students with diverse cultural and linguistic background. National Clearinghouse for
English Language Acquisition (2006) points out that “English language learners
represent the fastest growing segment of the school-age population” . In
addition,According to Bundoc (2007:33), ''the rationale for implementing differentiated
instruction has been driven by increasingly diverse populations and larger class sizes
that can negatively impact student achievement.''
A another factor according to Tomlinson ( 2006:99) that has driven the need for
differentiated instruction is the "movement toward inclusion of special education
students". Moreover , there is ample evidence that students are more successful in
school and find it more satisfying if they are taught in ways that are responsive to their
readiness levels (e.g., Vygotsky, 1986), interests (e.g., Csikszentmihalyi, 1997) and
learning profiles (e.g., Sternberg, Torff, & Grigorenko, 1998)." As cited in
Tomlinson(2000:102) .Another reason for differentiating instruction relates to teacher
professionalism. Expert teachers are attentive to students' varied learning needs
(Danielson, 1996:70); to differentiate instruction, then, is to become a more competent,
creative, and professional educator.
A final factor that has contributed to the need for differentiation is "the identified
weakness in the way in which gifted students have been served ."(Tomlinson, 2003:13).
According to Colangelo, et al (2004:90), research indicates that keeping all students
engaged, including those that are gifted, is key to a school’s success. Winebrenner
(2001:70) believes "the underachievement of gifted students may result from a one-size-
fits-all curriculum as students learn to take the easy way out early in life when they are
praised for the completion of effortless tasks".
The researcher thinks that there are certain powers that push in the side of DI. For
example Today's classrooms specially in Palestine are more diverse than they have ever
been. There are students with special needs, average students, gifted students and
students considered at risk for various reasons. All of these students come to school
with various backgrounds, abilities and educational readiness for learning and, of
course, have different styles of learning. With this diverse students in today's
classrooms, it is next to impossible to teach all students in one way. There are just too
31
many different levels of performance and needs. With differentiated instruction,
classroom teachers are encouraged to identify the essential concepts and instructional
components for every curriculum unit. Moreover, Differentiating instruction is a
wonderful tool for special students. Instead of consistently being placed into one
specific group, students with special needs consistently move throughout the various
groups, depending upon their strengths.
14. Reasons for differentiation :

It's not only enough to know what differentiated instruction is, but also it's important to
know why do differentiate.The following are some reasons for differentiation :
* To help all students learn
* To be able to grow in our ability to “read our students” and then to adapt our practice
so we effectively teach all students.
* To increase student motivation and achievement
* To connect with students.
* To make strong connections between our subject and our students, and that improves
student learning.
* To help our students become independent learners
* To enable students to find out about themselves as learners, to become more
independent, so that they can work as responsible members of a community.
* To decrease discipline problems.
* To increase teacher satisfaction and efficacy
* We differentiate our instruction because some of the enthusiasm and pleasure we feel in
teaching is renewed when we are working creatively and efficiently.
* One-size-fits-all instruction does not reach all learners
* Learners of multiple abilities can be educated together
Moreover, there is an evidence that students are more successful in school and find it
more satisfying if they are taught in ways that are responsive to their readiness levels
(e.g., Vygotsky, 1986), interests (e.g., Csikszentmihalyi, 1997) and learning profiles
(e.g., Sternberg, Torff, & Grigorenko, 1998)." As cited in Tomlinson(2000:78)
.Another reason for differentiating instruction relates to teacher professionalism. Expert
teachers are attentive to students' varied learning needs (Danielson, 1996); to
differentiate instruction, then, is to become a more competent, creative, and professional
educator.
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15. Goals of Differentiation:
According to Anderson (2007:90) the goals of differentiation could be :

1) To develop challenging and engaging tasks for each learner;
2) To develop instructional activities based on essential topics and concepts,
significant processes and skills, and multiple ways to display learning;
3) To provide flexible approaches to content, instruction, and products;
4) To respond to students’ readiness, instructional needs, interests, and learning
preferences;
5) To provide opportunities for students to work in varied instructional formats;
6) To meet curriculum standards and requirements for each learner; and
7) To establish learner-responsive, teacher-facilitated classrooms .
From thorough review of literature . The researcher thinks that the following could
also be some goals for differentiation :
* To make the curriculum "richer" and more meaningful
* To enhance motivation
* To remove artificial boundaries that otherwise prevent students from taking their
educational experiences as far as they can
* To develop skills in critical and creative thinking and problem solving to encourage
students to stretch their thinking into the higher levels
* To meet individual needs and to respond to individual differences
* To help students use their time productively
* To help students maximize their capabilities in meaningful ways
* To improve academic achievement
* To help our ESL students do better in school

* To make it easier for some students to learn
* To increase the challenge level for students who already have a lot of prior
knowledge and strong thinking skills
* To provide more help and support for struggling learners
* To get some of our students more interested and excited about learning
* To help some of our students stop feeling like they will never be good learners
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16. General principals of differentiation:
There is no recipe for differentiation. Rather, it is a way of thinking about teaching and
learning that values the individual and can be translated into classroom practice in many
ways. Still, the following broad principles are useful in establishing a defensible
differentiated classroom: .The researcher summarized Tomlinson (1995, 9-10)
principals of differentiation who refers to them as “set of beliefs”.
• The differences in students are significant enough to make a major impact on what
they need to learn, the pace at which they need to learn it, and the support they
need from teachers and others to learn it well.
• Students of the same age usually differ in several of these aspects: in their learning
styles, their readiness, their interests, their life circumstances and their
experience
• Students will learn best when supportive adults push them slightly beyond the
point at which they can work without assistance.
• Students will learn best when they can make a connection between the curriculum
and their personal interest and life experiences.
• Students learn more effectively when classrooms and schools create a sense of
community in which students feel significant and respected.
• The goal of any school should be to maximize the capacity of each individual
student
17. Student characteristics for which teachers can differentiate :
Differentiated instruction is teaching with student differences in mind,it requires us to

have an understanding of our students as learners so that we can purposefully plan
instruction, assessment and evaluation to best meet their diverse needs. When students
and teachers work together to find out about readiness, learning preferences and
interests, students come to know themselves better. Students who have a clearer
understanding of themselves are prepared to make more informed choices when
differentiated options are available. Differentiated instruction involves using assessment
to gather information about student readiness, interests and learning preferences
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17.1. Student Readiness:
Knowledge of a student’s readiness to learn a particular concept is critical when

preparing to differentiate instruction. For example, some students may be ready to work
with complex concepts; others may require more practice with simple concepts before
moving on. Readiness is different from ability and much more helpful to our work .If
we have some prior knowledge, a point of connection, or even a positive feeling about
the new material, our potential to learn is enhanced. Hall, et. all (2003:90)" When we
differentiate tasks according to a student’s readiness, we are creating tasks that are a
closer match to the student’s skill level and understanding of the topic than we would be
if we assume that all students come to a new concept with the same background
knowledge". The researcher thinks that if the level of activities is below students’
readiness level, then the learning process becomes boring and ineffective. In contrast if
the level of activities is higher than student’s readiness level, the student is disappointed
and loses his interest and consequently the learning process is once again ineffective.
Good (2006:99) asserts that by saying.
using single tasks for all learners of varying readiness levels
with only occasional modifications probably falls short for
many students because the task itself is outside their zones of
proximal development, and minor modifications in the task
do not correct the mismatch between task and learner.
17.2. Student Interests:
As in the case with readiness, it appeared that addressing leamers' interest can be
important to a student's academic development by engaging meaningful learning
opportunities. Allowing students to do something they love is likely to help them
develop both a positive attitude about learning and their creative potential. Hall etal
(2003:90)states that " Meaningful learning happens when new ideas are personally
relevant, and relevance occurs when new information links to something the student
already knows". Student interests are relatively easy to determine. Questions asked
before a new unit of study allow us to group students according to aspects of the unit
that are of particular interest .Other ways to find out about the interests of students
include surveys, asking questions, and asking students to connect their interests with
topics of study. Some examples of differentiating by interest include providing a choice
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of topic, novel, (e.g., problem-solving in sports. When teachers consider the interests of
their students and provide relevant connections to the learning, students feel that their
diversity is recognized and valued.
17.3. Learning Preferences:
As it is beneficial to student learning for teachers to respond to their readiness levels

and interests, it also appears beneficial to address student variance in learning profile.
Learning preferences refer to" tendencies towards particular ways of processing what is
to be learned" (Olszewski-Kubilius, 2000:20). They include learning styles as well as
intelligence and environmental preferences. This knowledge of our learners gives us the
information we need to provide individual students with experiences that are ideally
suited to their learning preferences. When students have opportunities to think and talk
about the ways they learn best, they become better able to assume responsibility for
learning. They describe how we prefer to acquire, process, and remember new
information. We often think of learning style preferences according to the senses – we
may be predominantly visual, auditory or kinesthetic learners, we may choose different
styles for different tasks, or we may use a combination of styles.
17.4. Learning profile:
Learning profile attends to efficiency of learning (Tomlinson, 2003:79). The term

learning profile refers to a student's preferred mode of learning that can be affected by a
number of factors, including learning style, intelligence preference, gender, and culture.
Tomlinson (1999a:1) explaines learning profile as:

Some students need to talk ideas over with peers to learn well.
Others work better alone and with writing. Some students learn
easily part-towhole. Others need to see the big picture before
specific parts make sense. Some students prefer logical or
analytical approaches to learning. Other classmates prefer
creative, application-orientated lessons. While no one learning
style may be more important than another, differentiating
instruction to accommodate the various needs is important
.
36
Research indicates that many of the emotional or social difficulties gifted students
experience disappear when their educational climates are adapted to their level and pace
of learning. Learning preferences include the following items.
17.4.1. Learning-Style Preferences:
Learning style refers to environmental or personal factors. Some students may learn best
when they can move around, others need to sit still. Some students enjoy a room with
colors to look at, things to touch and try out. Other students function best when the
environment is more "spare" because they find a "busy" classroom distracting. Some
students need a great deal of light in a room in order to feel comfortable. Other students
prefer a darker room. Some students will learn best through oral modes, others through
visual channels, still others through touch or movement.
17.4.2. Intelligence Preferences:
Gardner (1993) suggests that we each have varying strengths in combinations of

intelligences he calls verbal linguistic, logical mathematical, visual spatial, musical
rhythmic, bodily kinesthetic, interpersonal, intrapersonal, and naturalistic. Indications
are that when students approach learning in ways that address their intelligence
preferences, results are quite positive.
17.4.3. Culture-Influenced Preferences:
Culture affects how we learn. Some learning patterns may differ from one culture to
another; there is huge learning variance within every culture. The goal of the teacher is,
therefore, not to suggest that individuals from a particular culture ought to learn in a
particular way, but rather to come to understand the great range of learning preferences
that will exist in any group of people and to create a classroom flexible enough to invite
individuals to work in ways they find most productive. However , our situation here in
Gaza is different , most of our students share the same culture.
17.4.4 Gender-Based Preferences:
Gender also influences how we learn. For example, some males will prefer collaborative
learning and some females will prefer competition.
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17.4.5. Combined Preferences:
Combinations of culture and gender will create unique constellations of learning

preferences in individuals. Patterns of learning preference are certainly complex when
we look at an individual's learning style; intelligence; culture-influenced, gender-
influenced preferences. A sensitive teacher understands that his/her students may have
learning preferences much like or much different than that of the teacher and tries to
create options and choices that make everyone comfortable much of the time.
18. Differentiation components:
After discussing how , when and why can we differentiate , it's important to know what
to differentiate. Literature reveals that differentiated instruction can be applied and
achieved by changing different aspects of teaching. The main areas of differentiation are
the adaptation of what is taught (content), how it is taught (process), a variety of
opportunities for students to demonstrate and prove what they have learned (product), in
a pleasant and secure environment(learning environment), reinsuring that most students
including students with learning difficulties get an opportunity to achieve high academic
outcomes . Tomlinson (2006 : 65) suggests that differentiation can by allied as
differentiation of content, process, product and differentiation of learning environment
and evaluation methods.
18.1 . Content:
Tomlinson (2001) and Levy (2008:65) defines content as "what teachers teach and what
students learn". Content is the curriculum based on government mandated standards.
Tomlinson (2005:263) suggests that “differentiation must be an extension of high
quality curriculum, not a replacement for it” and stated “we must have a solid
curriculum […] in place before we differentiate”. According to
Levy(2008:20)"Differentiated instruction allows for deviations in content without
regression of the curriculum students are entitled to ".
In other words ,differentiation by content focuses on what all students should learn.
"When differentiating the content aspect of a lesson, we may adapt what we plan for the
students to learn or how the students’ will gain access to the desired knowledge
38
understanding, and skills" (Tomlinson 2000:40). Instead of varying the learner
objectives and lowering performance expectations for some students, teachers may
differentiate the content by using texts, novels, or short stories at varying reading levels.
The teachers may choose to differentiate the content by using flexible grouping,
affording students to work in similar groups using books on tape or the Internet as a
means for developing understanding and knowledge of the topic or concept. Some
students may choose to work in pairs, small groups, or independently.
18.1.1. Examples of differentiating content:
1. Using reading materials at varying readability levels;

2. Putting text materials on tape;
3. Using spelling or vocabulary lists at readiness levels of students;
4. Presenting ideas through both auditory and visual means;
5. Using reading buddies; and
6. Meeting with small groups to re-teach an idea or skill for struggling learners, .
18.2. Process.
Differentiating the process within a lesson refers to how the learners come to understand
facts, concepts, or skills. In traditional lesson planning, the process is the guided and
independent practice within a lesson. Meaning that all students complete the same type
and amount of practice. After teaching a lesson, a teacher might break students into
small “ability” groups based on their readiness. The teacher would then give each group
a series of questions, based on each group's appropriate level of readiness-skills, related
to the objectives of the lesson. Another way to group the students could be based on the
students’ learning styles. Sizer, (2001:30) states that " The main idea behind this is that
students are at different levels and learn in different ways, so a teacher can’t teach them
all the same way". In conclusion, We can differentiate the process by taking into
consideration students' interest , readiness and learning profiles.
18.3. Products:
Differentiating the product component of a lesson means affording students various

ways of demonstrating what they have learned from the lesson or unit of study.
39
(Anderson, 2007:28). Differentiation of assessments or products may be constructed in
various ways by the teacher such as using choice boards or the use of open-ended lists
of potential product options from which students’ select or contract for their final
product. The purpose of the product is for students to recall what they have learned in
the lesson or unit. Differentiated products challenge students at all levels to make
decisions, be responsible for their own learning, as well as affording them opportunities
to demonstrate what they know through products that are representative of their unique
learning preferences, interests, and strengths.
18.3.1.Examples of differentiating product:
1. Giving students options of how to express required learning;

2. Using rubrics that match and extend students' varied skills levels;
3. Allowing students to work alone or in small groups on their products; and
4. Encouraging students to create their own product assignments as long as the
assignments contain required elements.
18.4. learning environment
According to Tomlinson, (2003: 37) “Environment will support or deter the student’s
quest for affirmation, contribution, power, purpose, and challenge in the classroom”. In
differentiated classroom instruction, teachers take steps to purposefully accommodate
the needs of students in order to build upon their individual strengths and remedy their
academic skill gaps. Teachers who commit to differentiating instruction in their
classrooms believe that all students can learn, understand well that one size does not fit
all, and embark on a quest to reach each student.The classroom environment and
structure demand as much attention as the tools of assessment and the selection of
instructional materials. Students move both physically and psychologically through
their school days. Thus, the classroom environment embodies the physical and affective
tone or atmosphere in which teaching and learning take place.
18.4.1. Examples of differentiating learning environment:
1. Making sure there are places in the room to work quietly and without distraction, as
well as places that invite student collaboration;
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2. Providing materials that reflect a variety of cultures and home settings;
3. Setting out clear guidelines for independent work that matches individual needs;
4. Developing routines that allow students to get help when teachers are busy and
cannot help them immediately; and
5. Helping students understand that some learners need to move around to learn, while
others do better sitting quietly
To sum up , in order to maximize the learning opportunities for every student ,teachers
can differentiate at least four classroom elements based on student readiness, interest, or
learning profile. But differentiation doesn't mean that every single lesson or unit
includes differentiated content, process, and product for each and every student's
interest, readiness level, and learning profile . As Tomlinson (1999a:11 ) states,
“Teachers may adapt one or more of the curricular elements (content, process, product)
based on one or more of the student characteristics (readiness, interests, learning profile)
at any point in a lesson or unit .
19. The best way to begin differentiation:
We as teachers are as different as our learners. Some teachers naturally use

differentiated instruction early in their careers. For other teachers, establishing a truly
flexible and responsive classroom seems daunting. It is helpful for a teacher who wants
to become more effective at differentiation to remember to balance his or her own needs
with those of the students. Once again, there are no recipes. Nonetheless, the following
guidelines are helpful to many teachers as they begin to differentiate, begin to
differentiate more proactively, or seek to refine a classroom that can already be called
differentiated:
1. Frequently reflect on the match between your classroom and the philosophy of
teaching and learning you want to practice. Look for matches and mismatches, and use
both to guide you.
2. Create a mental image of what you want your classroom to look like, and use it to
help plan and assess changes.
41
3. Prepare students and parents for a differentiated classroom so that they are your partners
in making it a good fit for everyone. Be sure to talk often with students about the
classroom--why it is the way it is, how it is working, and what everyone can do to help.
4. Begin to change at a pace that pushes you a little bit beyond your comfort zone not
trying to change everything overnight. You might begin with just one subject, just one
time of the day, or just one curricular element (content, process, product, or learning
environment).
5. Think carefully about management routines--for example, giving directions, making

sure students know how to move about the room, and making sure students know where
to put work when they finish it.
6. Teach the routines to students carefully, monitor the effectiveness of the routines,
discuss results with students, and fine tune together.
7. Take time off from change to regain your energy and to assess how things are going.
8. Enjoy your own growth. One of the great joys of teaching is recognizing that the
teacher always has more to learn than the students and that learning is no less
empowering for adults than for students. (Tomlinson , 2000:20-26)
20. Classroom Management and DI:
classes in which differentiation is practiced are student centered, the teacher may be
seen moving from group to group . At times he/she may be addressing the class as a
whole, or students may be presenting their work to the entire class. Having a class such
as this operate smoothly does not happen by chance. Leading from behind means that
the teacher must plan carefully. After the lesson or unit is planned, the managing of the
day-to-day process of learning is as important as the delivery of instruction. Concern
with classroom management can stop teachers from trying new approaches to teaching
and learning.
Basic classroom management for differentiated classrooms is similar to management in

traditional classrooms. Students need to know the class expectations and the
consequences for not adhering to these expectations. In addition, the teacher must
explain clearly the procedures for working independently and for working
42
cooperatively. There is a variety of approaches that teachers employ; it is important that
teachers select a management technique that is comfortable and matches their teaching
style. Tomlinson (2001:32-36) mentions some key points in order to have effective
classroom management.
1. Have a strong rationale for differentiating instruction based on student readiness,

interest and learning profile
2. Begin differentiating at a pace that is comfortable for you
3. Time differentiated activities to support student success
4. Use an “anchor activity” to free you up to focus your attention on your students.
• Productive use of students’ and teacher’s time
• Students must be taught to work quietly and independently
5. Create and deliver instructions carefully
• Prepare task cards or assignment sheets
• Give clear expectations for movement etcetera.
• Give directions to a few responsible students, who share them with
others
• Specify a time limit for movement and activities
• Anticipate problems.
6. Assign students into groups or seating areas smoothly
• Don’t waste time calling names
• List names by color on an overhead, wall chart, peg-boards etcetera.
7. Have a “home base” for students.
8. Be sure students have a plan for getting help when you’re busy with another student
or group
9. Minimize noise
10. Make a plan for students to turn in work.
11. Teach students to rearrange the furniture
12. Minimize “stray” movement
13. Promote on-task behavior
• Let students know you will be checking daily to see how they are using their
time
• Note those working with extra concentration and put a + by their names
• Note those having a difficult time staying on task and put a – by their names
14. Have a plan for “quick finishers”
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• If the same students consistently complete work with competence, tasks are
insufficiently challenging
• If the student’s goal is to be finished first, encourage superior work vs. speed
• Develop anchor activities
15. Make a plan for “calling a halt”
16. Give your students as much responsibility for their learning as possible
Moreover , Keck & Kinney (2005:14-16) suggestes some points to keep management
in differentiated class
1. Allow students to make choices
An effective way to both implement differentiated instruction and manage classroom

behavior is to provide students choices in their learning. Strategies such as learning
contracts and student goal setting help teachers determine each student’s strengths and
interests so they can offer options with which students will engage. Allowing students
to make choices about what project to do or how they will be assessed can help . If
students are allowed choices they are more likely to satisfy their basic needs. When a
student’s basic needs are met ,they are more likely to engage with the material and less
likely to disrupt class.
2. Use small and large grouping strategies
Grouping students also promotes differentiated instruction and positive classroom

management strategies. Students can be grouped by abilities, interests and pretest
results. In a group, students also have each other ask questions of before asking the
teacher, which allows the teacher more freedom to move between students, mediate
conflicts and manage time.
3. Vary assessment methods
Varying assessment methods is another way to enact effective classroom management

strategies while differentiating instruction. Students can be assessed in a variety of
ways, everything from portfolios to skits to traditional exams.Though varying
assessment styles is not in itself a classroom management technique, it does tie back in
with providing students a choice in their learning. Choosing how to present the results
44
of a research project or demonstrate mastery of specific skills or competencies gives
students control over their learning and more engagement while in the classroom.
4. Engaging all learners is essential.
Teachers are encouraged to strive for the development of lessons that are engaging and
motivating for a diverse class of students. Vary tasks within instruction as well as across
students. In other words, an entire session for students should not consist of all drill and
practice, or any single structure or activity.
5. Use assessment as a teaching tool to extend rather than merely measure instruction.
Assessment should occur before, during, and following the instructional episode, and it
should be used to help pose questions regarding student needs and optimal learning.
Moreover, Gibson (2012:44) suggests some points to keep management in differentiated

class :
1.Preparing the classroom environment for collaboration and small-group instruction
2. Assessing students’ strengths and needs to align curriculum with needs
3. Creating teaching tools for managing resources such as time, pacing, and work
4. Developing a rotation chart that identifies group memberships and clarifies
performance expectations, (i.e. where and when students participate in various
activities)
In conclusion , as mentioned before, management issues create the largest barrier to this
model of teaching .It is imperative that teachers find methods to keep all children
actively engaged in meaningful literacy learning, while meeting with small groups or
individual learners. There are a variety of approaches that teachers employ; it is
important that teachers select a management technique that is comfortable and matches
their teaching style. In general, basic classroom management for differentiated
classrooms is similar to management in traditional classrooms.
21. Teacher’s role in differentiated instruction :
The role of teachers in the differentiated teaching is vital, difficult and intensely
differentiated. Teacher’s role in classroom where differentiation is being deployed
changes considerably. Teacher is no longer at his desk in front of the classroom or by
45
the board teaching. The teacher finds herself/ himself among the students that work
individually or in groups, moving in the classroom watching and supervising on their
work. Teachers’ movement in the classroom is not random, he goes where he is needed
the most, offering mental scaffolding to students helping them to move a step further in
the road of knowledge maximizing their abilities and capabilities. In differentiated
teaching students are not just good listeners they are active participants engaged in their
own learning process. A differentiated lesson will only be running smoothly, if it is well
planed taking into consideration all the factors and nothing is left to chance.
The teacher does not have the “leading role” with the image of someone who knows
everything-omniscient- and is in charge of everything. In differentiated teaching teacher
is “silently” the person in charge. He is the one to draw the main lines of the learning
process leaving the students plenty of time and space for development and growth
according to their personal characteristics and needs together with differentiated support
received by their teacher. Teachers who become comfortable with differentiated
classrooms would probably say their role differs in some significant ways from that of a
more traditional teacher.
Teachers who differentiate instruction focus on their role as coach or mentor, and give
students as much responsibility for learning as they can handle. These teachers grow in
their ability to:
(1) assess student readiness through a variety of means,
(2) "read" and interpret student clues about learning needs and preferences,
(3) create a variety of ways students can gather information and ideas,
(4) develop varied ways students can explore and "own" ideas, and
(5) present varied channels through which students can express and expand
understandings.(Koutseini ,2009:10)
22. Students' role
1. They are positive partners in the learning process.

2. They should be aware of and convinced with and respect the differences between
them.
3. They should be convinced of the different and varied activities presented to them.
4. They should be accustomed with extra activities presented to them.
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5. They should have self confident and believe in their abilities .
5. They can put ground rules and behavioral contracts in classes.
6. They can take part in decision making.
23. The parents' role:
Not only teachers and students have a vital role in differentiation , but also parents as
they have a very essential part by :
• Asking teachers to specify ways in which differentiated instruction will be

provided
• Understanding that teachers can not (and should not) differentiate all
assignments and materials every day
• Encouraging students to let teachers know when assignments are a good fit and
when they are not
• Encouraging students to compete against themselves rather than comparing
themselves to peers
• Volunteering in the classroom.
24. Differentiated assessment :
"Differentiated assessment informs differentiated instruction... Differentiated instruction

leads to differentiated assessment" (Callahan &Tomilson ,2003:30). It seems that both
are interrelated, inseparable and depend merely on each other. Differentiated
assessment provides information about each student’s readiness, strengths and needs in
relation to particular outcomes or activities. This information shapes our planning for
differentiating instruction. In other words, differentiated assessment means selecting
tools and strategies to provide each student with the best opportunity to demonstrate his
or her learning. As you get to know your students, and as student differences emerge,
assessment naturally becomes more differentiated because its purpose is to meet
students where they are and to coach them to the next step. In this way, assessment and
instruction continue to support and inform each other. "Like differentiated instruction,
differentiated assessment is based on the reality that the needs of students cannot all be
met in the same way" (Callahand &Tomilson ,2009:31 ).
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24.1. Assessment and grading in DI
In a differentiated classroom, assessment is a rich ongoing source of information to help

plan meaningful learning activities, establish organizational and grouping structures and
mold the classroom environment. Assessment supports the learning process by helping
teachers identify and begin to address student strengths and needs. It is ongoing and
responsive, changing over the course of a unit in response to student growth and
development. It serves multiple purposes assessment for instructional planning,
assessment for learning and assessment of learning. Differentiated assessment means
selecting tools and strategies to provide each student with the best opportunity to
demonstrate his or her learning. As you get to know your students, and as student
differences emerge, assessment naturally becomes more differentiated, because its
purpose is to meet students where they are and to coach them to the next step. In this
way, assessment and instruction continue to support and inform each other.
differentiated instruction, differentiated assessment is based on the reality that the needs
of students cannot all be met in the same way. Successfully meeting student needs
involves using your understanding of each student to guide your selection of a
reasonable range of assessment tools and strategies. The goal is not to have an
individualized assessment plan for each student, but to have a manageable class
assessment plan that is flexible enough to accommodate a range of student needs.
Summarizing Callahan &Tomlinson (2003:120-129) about the nature and purpose of

assessment in a differentiated classroom:
1. Provides on-going information that will inform instructional decision making
2. Includes a range of assessment approaches
3. Includes pre-assessment, in-process or formative assessment, and summative or post-
assessment:
24.1.3.1 Pre-Assessment in a differentiated Classroom

Purpose:
* Gather information to be used in planning instruction that will match students’ zone
of proximal
development with instruction as well as capitalize on interests, learning styles,
intelligence.
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Method: Assess across a range of profile dimensions to measure students’
* Level of proficiency in prerequisite knowledge, skills and understandings

* Current level of knowledge and understanding of the content and skills to be taught
* Learning styles
* Interests
* Intelligence strengths
24.1.3.2. Formative Assessment in a Differentiated Classroom
Purpose: A “temperature check” to find out:

* What students have learned up to this point,
* Where there are gaps in learning,
* Where students have exceeded expectations
* Where students have questions
24.1.3.3 Post-Assessment in a Differentiated Classroom
Purpose:
* Through a culminating activity, evaluate the success of students in attaining the
knowledge and skills, understanding the concepts, principles and generalizations, and
applying the learning that
were the goals of instruction.
Principles
* Represents a culmination of learning experiences which have been targeted at
achieving and integrating a set of goals and objectives
* Ensures a clear match between the expected outcomes of instruction and the task(s)
provided
*Provides for a sampling of the most important outcomes of the learning experiences
*Allows for performance at the level of learning expected.
*Allows for demonstration of learning using preferred mode of learning and producing
within the
constraints of the expected outcomes
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* Allows for demonstration of what students have learned
* Is a learning experience
* Has clearly specified criteria which allow for clear communication of which goals and
objectives have been achieved at what level.
25. Practices to avoid in using assessment in a differentiated classroom
Assessmet in differentiated instruction is differentiated and more vivid , It enables

students to take part in their learning and evaluation.Thus, one should be careful when
using assessment in differentiated classes. Rick (2006:57) mentions 10 practices to
avoid in using assessment in a differentiated classroom, they are as follows:
• Penalizing students’ multiple attempts at mastery

• Grading practice (daily homework) as students come to know concepts
[Feedback, not grading, is needed]
• Withholding assistance (not scaffolding or differentiating) in the learning when
it’s needed
• Group marks or grades
• Incorporating non-academic factors (behavior, attendance, and effort)
• Assessing students in ways that do not accurately indicate students’ mastery
(student responses are hindered by the assessment format)
• Marking/Grading on a curve
• Allowing Extra Credit
• Defining supposedly criterion-based marks in terms of norm-referenced
descriptions (“above average,” “average”, etcetera.)
• Recording zeroes on the 100.0 scale for work not done .
26. Strategies for differentiating teaching .
There are a lot of strategies through which teaching may be differentiated. These
strategies are useful when a teacher wants to focus upon individual or small group needs
within a unit, or topic of study, explored by all members of a class. The ones which are
summarised below from Tomlinson (1995b:40-60), are the basic ones that help in
differentiating teaching.
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26.1. Cooperative Learning
Cooperative learning is a teaching strategy which is made up of small teams, usually of
mixed ability, that are given a set of instructional practices to improve their
understanding of the subject. Each member of the team was responsible for his or her
teammates’ learning what is taught in class as well as for their own learning; thereby,
creating an atmosphere of success. Students should work through the task until all
members successfully understood and completed it. To guarantee that individuals as
well as the group are held accountable, individual rules must be assigned for a particular
task. Different types of strategies in using cooperative learning that really work such as
Think-Pair-Share and STAD.
26.1.1. Think-Pair-Share
The Think-Pair-Share technique is great for student responses. It allows the student to
individually think about the topic; pair off with someone for better brainstorming; and
eventually share his/her ideas comfortably with other students. This method obviously
gives the student more wait time; therefore, improving the student’s thinking skills;
enabling the student to better analyze information; and increasing the student’s depth of
knowledge.
Another positive o Think-Pair-Share is that it reduces the level of stress for students
because it does not place the entire work load on students individually. It is great for
covering a lot of material in a short period of time. The students started off in what was
called a base group. Normally, the group was made up of 3 or 4 persons and they were
distinguished by letters or numbers. Next, the students were placed in an expert group.
For example, the same letters or numbers from different bases will come together. The
students will learn new information or skills that they will teach to the base group.
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When the students returned to the base group, each person will teach the group what
they have learned. What made this method attractive as well was that individual
accountability can be built into the method.
26.1.2. Student Team Achievement Divisions
The cooperative learning technique used in this study is the Student Team Achievement
Divisions' (STAD) method developed by Slavin. The researcher used STDA because it
is one of the simplest and most flexible of the cooperative learning methods, It is most
appropriate for teaching reading texts with well-defined objectives. In the STAD
approach students are divided into heterogeneous groups of four or five of different
levels, averages, and of diverse background. Each week, new material is presented.
Team members then work together on worksheets designed to help students to scan,
skim and expand the material presented in the reading text. Afterwards, answers of the
worksheets will be given to students, making clear that their task is to learn the concepts
not simply fill out the worksheets. Students are instructed that until all team members
understand the reading text their task is not complete. Following this, students take
individual quizzes on the assigned material; however, they are not allowed to help one
another on these quizzes. The teacher corrects the quizzes and calculates the individual
scores.
26.1.3. Procedures of STAD
Slavin, (1991:79-80) puts certain procedures for this technique , they are as follows:
1-Students listen to the whole text to get a general idea about it.
2- In four member heterogeneous academic teams, students read the text again and
engage themselves in an intensive cooperative study to master the material they have
read with every member having his or her own responsibility or role. To clarify, one of
the students reads, the other checks the new words in a dictionary, one of them records
notes and meanings of the new words and the other one monitors the time.
3- The teacher gives the learners worksheets or questions about the material they have
already studied, reading passage, to help them control the academic goals .
4- The teacher gives them sufficient time to work together to understand the questions
presented and to negotiate the possible answers in English.
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5. The teacher goes around and checks out that all students are sharing and that different
responsibilities are being shared among them.
6- The teacher gives students individual quizzes to check the understanding of each
student in every group at the end of every session. The teacher corrects the individual
quizzes and compares them with the students’ pervious grades to follow students'
improvements.
7- The average score of the members of each team is calculated to find out team mark.
8- The teacher recognizes and rewards the best three groups on regards of their marks.
9- The teacher also checks the individual's improvements by following up their quizzes
and rewards those who are improving after comparing them with their previous grades.
26.2. Role / Audience / Format / Topic (RAFT) :
A RAFT is a differentiated activity used primarily to encourage writing across the

curriculum. In a RAFT, students take on a specific role and develop a final product for a
target audience related to a core concept or topic from a unit of study.
26.3. Acceleration/Deceleration: Accelerating or decelerating the pace at which

students move through the curriculum is the first method of differentiating teaching.
Students demonstrating a high level of communicative competence can work through
the curriculum at a faster pace. On the other hand students who are experiencing
difficulties may need modified activities that will allow them to work at a slower pace,
yet still be able to succeed.
26.4. Compacting Curriculum:
Compacting the curriculum means that the teacher assesses the knowledge, skills and
attitudes, providing alternative activities for those students who have already mastered
curriculum content. Students who demonstrate that they do not require instruction move
on to tiered problem solving activities while others receive instruction.
26.5. Tiered Activities: lesson is one way to differentiate the curriculum for mixed
ability classrooms. Students will continue to learn the same objectives and content, but
they will process the information and gain understanding at their ability/challenge level.
Below are several strategies to tier a lesson or unit summarized by the researcher from
Heacox , (2002:50-52)
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26.5.1. Six Ways to Structure:
• By Challenge Level – Bloom’s Taxonomy

From knowledge, comprehension, application, to analysis, evaluation, and
synthesis (from placing information learned on a chart…to...comparing and
contrasting…to using the information learned to create something new)
• By Complexity
From simple to complex (reporting information on an issue/topic … to…
reporting different points of view on an issue/topic…to… determining a position
on an issue and presenting a convincing argument to defend that position)
• By Resources
Choose materials at various reading levels and complexity of content
• By Outcome
From basic tasks to advanced tasks (presenting what was learned on a topic
studied…to…presentation comparing same topic to today’s similar issues and
looking at impact, concerns, changes, etcetera.)
• By Process
From basic tasks to advanced tasks
• By Product
Ex. Verbal/linguistic; visual/spatial; logical/mathematical; bodily kinesthetic;
musical (student products reflect their learning preferences and interests)
26.6. Buddy-Studies: An idea which permits two or three students to work together on
a project. The expectation is that all may share the research and organisation of
information, yet with each student completing an individual product in order to
demonstrate the learning that has taken place and be accountable for their own planning,
time management and individual accomplishment.
26.7. Learning Centres: Such centres may contain both differentiated and compulsory
activities, though a learning centre is not necessarily differentiated unless the activities
are varied by complexity, taking into account different student ability and readiness. It
is important that students understand what is expected of them at the learning centre,
with the structure provided varied according to student independent work habits.
26.8. Learning Contracts: This is a written agreement between teacher and student,
which results in the learner working independently. The contract helps students to set
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daily and weekly work goals and develop management skills. It also helps the teacher to
keep track of each student’s progress. The actual assignments will vary according to
specific students needs.
26.9. Adjusting Questions: During large group discussion activities, teachers direct the
higher level questions to the students who are best equipped to handle them and to
adjust questions accordingly for student with greater needs. All students are answering
important questions that require them to think, but the questions are targeted towards
their ability or readiness level.
26.10. Flexible grouping: matching students to skill work by virtue of readiness, not
with the assumption that all need the same task, computation skill, writing assignment,
etcetera. Movement among groups is common, based on readiness on a given skill and
growth in that skill.
26.11. Multiple intelligences theory :

One way to understand how your students differ from each other and what each brings
to the classroom is through Howard Gardner’s theory of multiple intelligences.
Gardner’s work (1993,
2000) proposes that instead of a single, fixed intelligence, there are actually eight facets
of words, we are all smart, but in different intelligence. In other words, the exciting part
of this theory is that teachers can organize learning to take into account the differing
intelligences in the classroom Gardner (2003 :13-14)) summarized the first eight
intelligences as follows:
1. Linguistic intelligence. The understanding of the phonology, syntax, and semantics of

language, and its pragmatic uses to convince others of a course of action, help one to
remember information, explain or communicate knowledge, or reflect upon language
itself.
2. Bodily-Kinesthetic intelligence. The ability to control one’s bodily motions and the
capacity to handle objects skillfully.
3. Spatial Intelligence. The ability to perceive the visual world accurately, to perform
transformations and modifications upon one’s initial perceptions, and to be able to re-
create aspects of one’s visual experience (even in the absence of the relevant physical
stimuli).
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4. Musical Intelligence. The ability to understand and express components of music,
including melodic and rhythmic patterns through figural or intuitive means (the natural
musician) or through formal analytic means (the professional musician).
5. Logical, Mathematical Intelligence. The understanding and use of logical structures,

including patterns and relationships, and statements and propositions, through
experimentation, quantification, conceptualization, and classification.
6. Intrapersonal Intelligence. The ability to access one’s emotional life through

awareness of inner moods, intentions, motivations, potentials, temperaments, and
desires, and the capacity to symbolize these inner experiences, and to apply these
understandings to help one’s own life.
7. Interpersonal Intelligence. The ability to notice and make distinctions among other
individuals with respect to moods, temperaments, motivations, intentions, and to use
this information in pragmatic ways, such as to persuade, influence, manipulate, mediate,
or counsel individuals or groups of individuals toward some purpose.
8. Naturalist Intelligence. The capacity to recognize and classify the numerous species
of flora and fauna in one’s environment (as well as natural phenomena such as
mountains and clouds), and the ability to care for, tame, or interact subtly with living
creatures, or with whole ecosystems.
The most recently discovered intelligence is the Existential Intelligence. A student who
is very sensitive and has the capacity to tackle deep questions about human existence
holds this intelligence. This type of student reflects on concepts and applies them to the
human existence, such as the meaning of life, why do we die, and how did we get here.
Obviously there are many other strategies for differentiating instructions; these
suggested above are the basic ones. Summarizing Tomlinson (2003:50-55),
1. strategies for differentiating content according to student readiness, interest, and

learning profile include:
• Readiness – Provide texts at varying levels, offer extensions for advanced

students, and reteach,
• Interest – provide interest centers, use student questions to guide lectures, and
provide materials for varying interests, and
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• Learning profile – present in visual, auditory, etcetera. modes, use applications
and examples, and use examples from a wide range of intelligences.
2. Strategies for differentiating process according to student readiness, interest, and
• Readiness – use tiered activities, give detailed task directions, and provide
resources materials at varying levels,
• Interest – use the jigsaw strategy and design tasks that require multiple interests
for completion, and
• Learning profile – allow multiple options for expression of learning and
encourage students to work together and alone.
3. Strategies for differentiating product according to student readiness, interest, and
• Readiness – use tiered product assignments, lead mini-workshops at varying
levels, and develop benchmarks for success on grade-level expectations and
individual needs,
• Interest – allow students to use a range of media, and provide opportunities for
students to develop independent inquiries, and
• Learning profile – provide visual, auditory, and kinesthetic product options, and
teach students how to use a wide range of product formats.
27. Differentiated instruction and English Language teaching :
Students differ in their English proficiency and levels of academic readiness. Each
student also brings a unique mix of personal history and interests to the classroom" To
engage each student in active learning appropriate to his or her needs, the most effective
instruction is differentiated, that is, responsive to variances among students"
(Tomlinson, 2001:115). Moreover , Heacox( 2002:98) makes a good relation between
DI and English language teaching in general by this image :Our language classrooms
are tapestries of the world around us. Students come to us with varying ability levels, an
abundance of interests, and an assortment of learning profiles. These students need
inspiring, engaging lessons that will permit them to reach their highest potential and
meaningful tasks that are relevant both to them and to the world in which they live. It is
often the case in a "language classroom that there will be students at various levels of
language proficiency. Whether due to previous experience or individual differences
57
these students may all have different language levels and therefore different needs."
(Broderick,2005:196)
Heacox( 2002:98) makes a good relation between DI and English language teaching in
general by this image .Our language classrooms are tapestries of the world around us.
Students come to us with varying ability levels, an abundance of interests, and an
assortment of learning profiles. These students need inspiring, engaging lessons that
will permit them to reach their highest potential and meaningful tasks that are relevant
both to them and to the world in which they live. They desire a supportive learning
environment which promotes diversity, nurtures creativity, acknowledges that they learn
at varied rates and in different ways, recognizes their strengths, and honors everyone’s
work. These students need variety, choices, challenges, complexity, and opportunities to
demonstrate their capabilities. They need to experience differentiated instructional
opportunities
It is often the case in a language classroom that there will be students at various levels
of language proficiency. Whether due to previous experience or individual differences
these students may all have different language levels and therefore different needs ; so
English language teachers are called to use differentiated instruction.
Summery:
This first section of the first part of literature review, tackled thoroughly an important
topic that if applied effectively , teachers can overcome to some extent students'
weakness and improve achievement. That topic is differentiated instruction. In this
section, the researcher discussed the meaning of DI ,the root , the principles ,
justifications and reasons of differentiation. He also discussed the pedagogical benefits
of DI and it's components. At last the researcher explored the relation between DI and
assessment and classroom management.
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SECTION 2
READING
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Introduction:
Reading has made me who I am. To read is to learn and grow, to experience, to
empathize, to understand, to marvel, to wonder, to laugh, and to cry. To live other lives
in other places and times even in other planets. It shapes our personality and identity.
We learn things that help us in our daily life and we experience joy, sorrow and
relaxation when we read. We read when we check email, we read when we watch TV .
We read when we walk in streets , we read when we drive cars, do shopping . The act of
reading is an everyday function, it is part and parcel in our daily life. to the extent that
the ability to read and write is called literacy and a person who can read is said to be
literate and a person who cannot is illiterate.
Reading is a key skill for most students in a foreign language and it should therefore
take its place besides the development of the other three skills of language: listening,
speaking and writing. The greatest use at the end of language study is reading since
most materials are printed, so it can be a basis for students . Further, "the ability to read
will stay longer than the other skills, and it is the skill that will be must convenient to
use. Reading remains a valid goal in the second language classroom."( Akyel & Ercetin
,2008:135 ).
Reading as well as listening are regarded as a receptive skill while speaking and writing
are as a productive skill. Quite simply, without reading, second language readers cannot
perform at levels they must succeed in reading. For many people, reading is the most
important of the four skills in a second language, especially in English as a second or
foreign language. It is one of the most important skills, if not the most, among language
skills. The ability to read is a key factor in living a healthy, happy, and productive life.
National Institute of Child Health and Human Development (2000: 80) considered it as
the “new civil right” . Without the ability to read, a child cannot fully access his or her
democratic rights. Conversely, the inability to read is considered as “life-threatening
diseases”. The ability to read and understand a simple text is one of the most
fundamental skills a child can learn.
The most expensive burden we place on society is those students we

have failed to teach to read well. The silent army of low readers who
move through our schools, siphoning off the lion’s share of
administrative resources, emerge into society as adults lacking the
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single prerequisite for managing their lives and acquiring additional
training. They are chronically unemployed, underemployed, or
unemployable. They form the single largest identifiable group of those
whom we incarcerate, and to whom we provide assistance, housing,
medical care, and other social services. They perpetuate and enlarge
the problem by creating another generation of poor readers” (Fielding
and Rosier ,1998:6-7)
1. What is reading :
The term reading has been used for many years in a narrow , passive sense to refer to a
simple, passive decoding process that involves reading words in a linear way and
internalizing their meaning one at a time. U.S. Department of Education (2001) puts it
clear that "Traditional theories approach reading as a process of comprehending words,
then comprehending the relations between the words in a sentence, and finally uttering
them or realizing them in silent speech". But reading is actually a very complex process
that requires a great deal of active participation on the part of the reader. It involves
many complex skills that have to come together in order for the reader to be successful.
Thus, there are a lot of definitions of reading according to the way writers understand it
.
Chamot & Kupper (2010:163) state that" reading is the ability for a reader to transfer
written symbols to meaning and using them communicatively and effectively". In the
same concern, Oueini and Bahous (2008:30) argue that reading is "a visual and
cognitive process to extract meaning from writing by understanding the written text
processing information and relating it to existing experience." Similarly, Abu Shamla
(2010:22) states that reading is "the cognitive process of understanding a written
linguistic message and a mental representation of the meaning." . Nadera (2001:30)
defined reading as "A complex system of deriving meaning from print that requires all
of the following:
- The skills and knowledge to understand how phonemes, or speech sounds, are
connected to print.
- The ability to decode unfamiliar words.
- The ability to read fluently.
- Sufficient background information and vocabulary to foster reading comprehension.
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- The development of appropriate active strategies to construct meaning from print.
- The development and maintenance of a motivation to read.
Moreover ,Cziko, et al( 2000:20) mentiones the following points to clarify what
reading is:
1.1. Reading is not just a basic skill:
Many teachers think of reading as a skill that is taught once and for all in the first few
years of school. Reading is a simple process: readers decode (figure out how to
pronounce) each word in a text and then automatically comprehend the meaning of the
words, as they do with their everyday spoken language. This is not our understanding of
reading.
1.2. Reading is a complex process:
Think for a moment about the last thing you read. A student essay? A mobile bill? A
newspaper? A novel? you would notice that you read with reference to a experience
related to the text. The text evoked voices, memories, knowledge, and experiences from
other times and places. If you were reading complex text about complex ideas or an
unfamiliar type of text, you were probably trying to relate it to your existing knowledge
and understanding. You might have stumbled over unfamiliar words and found yourself
trying to interpret them from the context. And you might have found yourself having an
internal conversation with the author, silently agreeing or disagreeing with what you
read. In other words ,reading as a complex process that requires a great deal of active
participation on the part of the reader. It involves many complex skills that have to
come together in order for the reader to be successful.
1.3. Reading is problem solving:
"Reading is not a straightforward process of lifting the words off the page" ( Block&
Gambrel, 2002: 60) . It is rather a complex process of problem solving in which the
reader works to make sense of a text not just from the words and sentences on the page
but also from the ideas, memories, and knowledge evoked by those words and
sentences. Although at first glance reading may seem to be passive and simple, it is in
truth active, populated by a rich mix of voices and views—those of the author, of the
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reader, and of others the reader has heard, read about, and otherwise encountered
throughout life.
1.4. Fluent reading is not the same as decoding:
Our aim as teachers are not mainly to require our students to carry out certain tasks in a
fairly automatic manner. Decoding skills—quick word recognition and ready
knowledge of relevant vocabulary, for example—are essential to successful reading.
However, they are by no means suf-ficient, especially when texts are complex or
otherwise challenging. "Fluency begins to develop when students have frequent
opportunities to read texts that are easy for them. Multiple rereadings of more difficult
texts help broaden a reader's fluency" .(Pikulski, 1998:97). Perhaps most important for
students, fluency grows as they have opportunities, support, and encouragement to read
a wide range of text types about a wide range of topics.
1.5. Reading is situationally bounded:
A person who understands one type of text is not necessarily perfect at reading all types.
An experienced reader of dessert cookbooks might be unable to make sense of a legal
brief. A political science undergraduate may feel lost when trying to read the poetry
recommended by a friend. And a chemistry teacher may feel completely insecure when
trying to understand some of the history materials . In other words, reading is influenced
by situational factors, among them the experiences readers have had with particular
kinds of texts and reading for particular purposes. "And just as so-called good or
proficient readers do not necessarily read all texts with equal ease or success, a so-called
poor or struggling reader will not necessarily have a hard time with all texts"(Cziko, etal
2000:50).
From all the previously mentioned definitions and discussion mentioned above, it is
clear that the concept of reading as a cognitive process of understanding a written
linguistic text is a means of language acquisition, of communication, and of sharing
information and ideas. It is a complex process which includes many processes not only
one. It is the act of getting meanings from printed or written words. It is basic to
learning and it is one of the most important skills in a literate society. Reading provides
the key to all kinds of information. Beside that ,it enables us to learn how to build or fix
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things, to enjoy stories, to discover what other people believe, to exercise our
imaginations, to broaden our interests and to develop ideas and beliefs of our own. In
the simplest sense, reading means recognizing letters and groups of letters as symbols
which stand for particular sounds. The sounds in turn form words that express ideas in
written or printed form. It involves how well the students remember, use and react to the
material. So the researcher defines reading as "the cognitive process of understanding a
written linguistic message and a mental representation of the meaning."
2. Reading in Islam:
Islam priotorised reading and encouraged Muslims to be educated and cultivated as that
will not happen without reading.Consequently, the literature of islam is full of such
examples .One of that is as the first message sent to the Prophet was about reading.
Prophet Muhammad (P.B.U.H) used to go to Mount Hira for prayers. One day while he
was praying Angel Gabriel came and said to him.
“Read, in the name of thy Lord, who created man from a clot. Read, for your Lord is
most generous, who teaches by the means of pen, and teaches man what they do not
know.”This verse of Quran was the first verse sent to Prophet Muhammad, indicating
the importance of reading. Another example , Prophet Muhammad (P.B.U.H)
encouraged all his followers to seek knowledge, even if you have to go to China. He
welcomed the traders who would come from various countries to stop in Madinah, so
that his followers could learn from them.
A more obvious example, after the battle of Badr, in which Muslims defeated the
Quraysh army, Prophet Mohammed captured some captives ,but instead of killing them
, they were given the alternative: to teach 10 Muslims how to read and write. Upon
doing so, they would be free. Islam showed great interest and importance to education
in general and reading in particular. And Muslims are requested to take this matter
seriously to reattain their past glory. Islam suggests reading as the key by which this
world is opened, prospered and civilized. In other words ,there are many benefits of
reading in Islam. Education, civilisation and reciprocal partnerships rest on the ability to
read. It all started with the word, "read!.The Knowledge spread and ignorance decreased
as the result of learning to read
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3. Types of reading :
The literature on foreign language teaching frequently presents different types of

reading . Knowing what each of the following types of reading are and when to use
them should help the teachers and learners make better choices with their time. Each
type of reading you choose will depend on the purpose for reading. The main types of
reading are:
3.1. Intensive reading:

Intensive reading is derived from the latin word praelectio -reading aloud to others-
which is the classical exercise of reading all the words in a sentence and translating
them(Foorman,2004:102). The technique was applied in the Grammar-Translation
Method, which was mainly based on praelectio. Intensive reading is a slow reading of a
text aimed to explain every unknown word, grammar structure and style. It also very
often involves translation of the read passage. As the main emphasis is on features of
the text, rather than on its semantic context, the reader’s interest in the text may be
reduced. The main goal of intensive reading, however, is complete and detailed
understanding of the text, thus it is made use of when the reader encounters a more
difficult foreign language text. Though intensive reading requires a lot of patience and
attention, it helps strengthen the reader’s knowledge. Moreover , it involves a close
examination of the text to get the full meaning. A student preparing for an examination
in specific subjects like History, Agriculture, Biology etcetera would need to do this
kind of reading. It is often necessary to read and re-read the passage and indeed to pause
and check up the meaning of some words or concepts. Comprehension is highly
paramount for this kind of reading.
3.2. Extensive reading:
Extensive reading, on the other hand, focuses on the essence of the text, and very little
attention is paid to details. Al udaini ( 2011:23) said that "Extensive reading means to
read at length, for pleasure and in slow and relaxed way, intensive reading is likely to be
more focused, less relaxed and dedicated to achieve study objectives."The reader
guesses the meanings of words and uses a dictionary only to translate key words
indispensable for the overall meaning of the text. This subskills help to obtain the
feeling of the language. While it deals with shorter texts, extensive reading is generally
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associated with reading large amounts of material. Until, however, students read in
quantity only, they will not become fluent readers. Thus, both intensive and extensive
reading should be applied in the learner’s reading skills development.
3.3. Speed reading:
"Speed-reading is actually a combination of various reading methods ."( Brabham &

Lynch-Brown,2002:74). The aim of speed reading is to improve the speed at which a
text is read and understood. The second aim is also to improve text comprehension
itself. Owing to speed reading more information can be acquired in a shorter period of
time. To enhance the pace at which the reader reads and comprehends the text, one
should take such steps as reducing skip-back, reducing fixation time, and expanding the
fixation zone. During reading the reader does not process a text letter by letter, or word
by word, but rather blocks of words by blocks of words. To read blocks of words
effectively, the reader’s eyes should be fixed on blocks as long as possible. Thus, the
larger the fixation zone, the more effective speed reading will be. The fixation time
during which the eye is focused at a given fixation zone, is also very important, as the
shorter fixation time, the more reading speed will improve.
3.4. Word by word type reading:
This type of reading is time consuming and demands a high level of concentration.
Some material is not readily understood and so requires a slow and careful analytical
reading. People use this type of reading for unfamiliar words and concepts, scientific
formulae. It can take up to an hour just to read a few lines of text.
3.5. Reading to study type of reading:
A method of reading for study is called SQ3R2, (SQ3R, SQ4R, PSQ5R). The aim is to
understand the material in some depth. The method involves five simple steps; Survey,
Question, Read, Recall and Review.
• Survey: skim through to gain an overview and not key points.

• Question: devise questions you hope the text will answer.
• Read: slowly and carefully.
• Recall: from memory, write down the main points made by the chapter.
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• Review: revisit your questions - compare these to your recall and establish how
well the text has answered them; fill in any gaps by further reading and note-
taking.
This usually requires the reader to pay a close attention to the text. Students should be
trained to look for significant ideas and how details relate to one another and how they
fit into the general topic. Reading speed tends to be slower the first time study-type
material is read, and the reader may need to re-read portions of the text to understand it
fully.
3.6. Recreational Reading:
This is the type of reading done for enjoyment. When reading a story purely for
pleasure, most people read at a relaxed, uneven speed. They may skim through a tale
until they come to a scene, a description or even a phrase that is especially pleasing or
satisfying. That portion may be read slowly and then re-read to be enjoyed, appreciated
or considered.
3.7. Survey Reading :
This involves covering a large amount of text to get a general idea of its content. In such
cases, the reader may first skim the material to understand the main point. If the purpose
is to find a particular fact or example, the reader may begin by skimming the text. The
reader may then read some sections carefully to make sure that the desired information
has been found.
3.8. Silent reading:
Silent reading is described as silent because it is supposed to be performed silently

without labial movements or vibration of vocal cords. This implies that graphic forms
are visually perceived and then transformed into meanings and ideas without passing
through the vocal stage.
Most of our reading, in fact, is done silently. Silent reading is an important skill that has
to be developed properly through guidance and practice.
In addition, teachers are expected to help students develop their speed in silent reading.
Such development involves increasing the learner's eye span, which is the quantity of
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words a reader's eye can catch from a written line at one glance. The larger the span is,
the faster the reading can go. One way to attain such increase in eye span is to make
students read a certain passage under some pressure of time. This pressure forces the
student to widen his eye span, decrease the number of eye regressive movements, and
shorten the time between each span and another. (Alkhuli, 1980:74)
3.9. Critical reading:
“Critical reading extends the notion of comprehension beyond simply understanding

what has been presented by linking it into your existing corpus of knowledge. It
involves evaluating what has been comprehended” (Bielby, 1999: 159). According to
Harmer (2001: 118), critical reading is to read for critical analysis in order to judge the
truth of some information in a text. In other words, it is not a mere absorbance of what
the writer writes; it needs a reader to decide whether what he has read is a fact or
opinion, judge whether it is right or wrong, and decide if it suits his needs and interests.
3.10. Reading aloud:
4. Factors affecting reading:
There are a number of bad habits which poor readers adopt. Most of these involve using
extra body movement in the reading process. Some of these bad reading habits can be
eliminated fairly easily when identified. We as teachers should be aware of them and
should do our best to eliminate them in our classes, these factors according to Chen et
al(2010:82-86) include :
4.1. Head Movement :
Some poor readers have cultivated the practice of moving the head from the left to the
right as they follow the words from the left to the right across the page. Often, students
are quite unaware that they are moving their heads while reading. Such movement is
both unnecessary and wasteful. It serves only to slow down the reading speed. The only
muscles which are necessary for reading are the eye muscles. A lot of time and energy
is wasted through head movement.
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4.2. Pointing at Words :
Poor readers also ,point to words with their fingers, a ruler, pencil or pen as they read.
Besides slowing down the student through the mere mechanical movement of pencil,
ruler, or fingers, pointing at lines or words tends to cause the student to focus his
attention on the wrong information. The important issue to concentrate on while reading
is the idea that the author is trying to communicate, and not the location of the words on
the page. By pointing to individual words, the reader is prevented from taking in whole
phrases and sentences, which inhibit his understanding of thoughts and ideas. Chen et
al(2010:82) points that "The eyes of any student old enough to learn to read are
certainly skilful enough to be able to follow a line of print without extra help from
fingers or rulers.
4.3. Vocalization :
Vocalization is another common fault in reading. Some poor readers think it necessary
to pronounce aloud each word as it is read. Usually, this pronunciation is quite soft so
that the reader is more or less whispering to himself than actually reading aloud. The
chief disadvantage of pronouncing words while reading is that it tends to tie reading
speed to speaking speed. This affects reading rate and therefore, comprehension.
4.4. Sub-vocalization:
"Sub-vocalization differs from vocalization in that the reader does not actually move
any part of the vocal apparatus but he still pronounces the words to himself in his mind.
Chen et al(2010:82) . The lips, tongue or vocal cords do not move but an inner type of
speech persists, clearly pronouncing each word and then listening to himself, as it were.
This is a much more difficult habit to break than vocalizing.
4.5. Regression :
According to Chen et al(2010:83) Regression refers to "glancing back and re-reading

words, phrases and sentences that one has already read.". Because many people are
uncertain of themselves and uncertain in their reading, they often go back to read a line
for the second time or they go back to the beginning of a sentence to make sure they
have read it correctly. Regression is a bad habit which often results from lack of
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concentration. All readers make some regressions, but good readers make very few and
bad readers make a large number.
4.6. Rhythmic Eye Movement :
This refers to "the way in which the eyes move across the lines of prints.( Chen et
al,2010:86). When the eyes are reading a line of print, they make a series of short jerky
movements along the line, stopping after every-one or two words for a very brief pause.
Each time the eye stops, it sees a certain span of material and this span is called the
"Span of recognition". Poor readers have a small recognition span in that they can only
recognize one or two words at one glance while good readers have a wider span of
recognition and can take in several words per fixation.
4.7. Physical Disability:
Inadequate brain development or vision or hearing defects can cause reading

deficiencies. However, they account for only a small percentage of all reading
problems. Adults will almost certainly notice major brain development abnormalities in
a child long before concerns about the youngster's reading abilities arise. At a young
age, teachers who notice a large difference between a child's expected reading
performance and the youngster's achievement may recommend that a pediatrician
evaluates the child.
5. Components of reading:
The National Reading Panel (2000) identified five components of reading : phonemic
awareness, phonics, fluency, vocabulary, and comprehension. These components have
been identified as essential to the process of learning to read in young children.
According to The National Reading Panel (2000) "The teachers who scored high on the
differentiated instruction checklist consistently implemented the same strategies or
practices that contributed to student learning". These strategies were broken down into
the five components of reading:
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5.1. Phonemic awareness:
Phonemic awareness is the ability to attend to the individual sounds in spoken
words(Adams, 1990:102). Research has shown that teaching phonemic awareness to
young children increases reading achievement .
5.2. Phonics:
Phonics instruction focuses on a child’s ability to understand the alphabetic principle, or

letter-sound knowledge." A child who understands the alphabetic principle
demonstrates an awareness of the relationship between a written letter or word and the
sound(s) it represents"( Oueini et al 2008).Moreover ,( Foorman et al., 2004:99) found
that systematic instruction in phonics that occurred during beginning reading instruction
lead to significant reading achievement.
5.3. Fluency:
Another practice that deserves more attention in classrooms is the use of various
repeated oral reading methods that are implemented during whole class reading
instruction. Fluency is defined as "the ability to read with accuracy, speed, and prosody"
(Harmer, 2001:120). Research has shown that repeated oral reading is effective at
improving fluency (National Reading Panel, 2000).
5.4. Vocabulary:
One practice that was observed very little was systematic vocabulary instruction.
Research has shown that vocabulary knowledge contributes to students’ ability to
comprehend text (Harmer, 2001:120). According to Schumm, et al(2000:479) "to place
a word into their long-term memory, students have to see a word more than once, but
not as mere repetition in the sense of drill and practice of the word. Instead, they must
see the word embedded in different contexts. "For this reason, it is important that
vocabulary instruction provides students with several opportunities to encounter words
repeatedly and in multiple contexts.
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SECTION 3
READING COMPREHENSION
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1. Reading and Reading Comprehension
Let's take this example to distinguish between reading and reading comprehension.
Orange mango green walk tree happy walk. Surely you were able to read each of the
words in that sentence and understand what they meant independently. An Orange is a
fruit that is usually round and red. A mango is another fruit that is red. green is a
color…and so on and so forth. However, when you look at the sentence as a whole,
does it make sense? Probably not. This nonsense sentence demonstrates the difference
between being able to read words and comprehend text. "Without comprehension,
reading is simply following words on a page from left to right while sounding them out.
The words on the page have no meaning." (Chen et al, 2010:90).
2. What is reading comprehension
Reading comprehension is the process of constructing meaning from the text. The goal
of all reading instructions is ultimately targeted at helping a reader to comprehend a
given text. Reading comprehension involves at least two people; the reader and the
writer. "The process of comprehending involves decoding the writer's words and then
using background knowledge to construct an approximate understanding of the writer's
message" (Kirby, 2006: 161). In brief, the main purpose of reading is to comprehend the
text being read. If comprehension does not take place then the activity of reading is
without purpose.
Teaching Reading comprehension as one of the major skills of language learning is a

broad area in which the learners different learning characteristics play an important role.
It goes without saying that learners learn the reading comprehension skills differently
by resorting to the differential, personalized styles and strategies they possess
.According to Farrell (2009:7) “There is no single method or combination of methods
that can successfully teach all children to read. … teachers must have a strong
knowledge of multiple methods for teaching reading . .Thus, to be able to implement a
practical method of teaching Reading comprehension skills , teachers need to be aware
of their learners' current skill levels, strengths and challenges, interests and preferences,
and needs and goals. The challenge is for teachers to ensure that the needs of all learners
are equally valued and attended to. Thus the researcher thinks that DI can be a suitable
strategy for teaching reading.
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When learners comprehend, they interpret, integrate, critique,
infer, analyse, connect and evaluate ideas in texts. They
negotiate multiple meanings not only in their heads but in the
minds of others. When comprehending, learners strive to
process text beyond word-level to get to the big picture. When
comprehension is successful, learners are left with a sense of
satisfaction from having understood the meaning of a text.
(NSW Department of Education and Training Literacy Continuum ,2010 :1)
Moreover,the National Reading Panel (2000) emphasised the fact that comprehension is
an active process between the reader and a text, a process that is both ‘intentional and
thoughtful. Simply put, reading comprehension is the act of understanding what you are
reading.Reading comprehension is an intentional, active, interactive process that occurs
before, during and after a person reads a particular piece of writing. Reading
comprehension skills separates the "passive" unskilled reader from the "active" readers.
Skilled readers don't just read, they interact with the text. To help a beginning reader
understand this concept, you might make them privy to the dialogue readers have with
themselves while reading. Skilled readers, for instance:
1. Predict what will happen next in a story using clues presented in text
2. Create questions about the main idea, message, or plot of the text
3. Monitor understanding of the sequence, context, or characters
4. Clarify parts of the text which have confused them
5. Connect the events in the text to prior knowledge or experience
It is clear that meaning, understanding and making sense are core words in the
previously mentioned definitions. Consequently, the researcher can conclude that
comprehension may be defined as the ability to communicate a text leading an
integrated process that involves decoding vocabulary and sentences, employing prior
knowledge relevant to the text and using cognitive and metacognitive strategies in order
to make sense and to get the target message the author wants to convey.
3. Elements of the process of reading comprehension:
3.1. vocabulary knowledge and text comprehension.
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Kirby( 2006: 161) mentiones two elements that make up the process of reading
comprehension: vocabulary knowledge and text comprehension. In order to
understand a text the reader must be able to comprehend the vocabulary used in the
piece of writing. If the individual words don’t make the sense then the overall story will
not either. Children can draw on their prior knowledge of vocabulary, but they also need
to continually be taught new words. The best vocabulary instruction occurs at the point
of need. Parents and teachers should pre-teach new words that a child will encounter in
a text or aid her in understanding unfamiliar words as she comes upon them in the
writing. In addition to being able to understand each distinct word in a text, the child
also has to be able to put them together to develop an overall conception of what it is
trying to say. This is text comprehension. Text comprehension is much more complex
and varied that vocabulary knowledge. Readers use many different text comprehension
strategies to develop reading comprehension. These include monitoring for
understanding, answering and generating questions, summarizing and being aware of
and using a text’s structure to aid comprehension.
4. The importance of reading comprehension:
Imagine your school principal has just handed you an important document to read and
tells you he expects a summary of the material on his desk by tomorrow. You take a
look and see it is written in a language totally foreign to you. After your initial
confusion, you may try to make some sense of it and scan the document. While you
may be able to phonetically decipher the words and sound them out, that’s where your
“reading” would end. Imagine being handed a text written in Egyptian hieroglyphics
with no understanding of their meaning. You may appreciate the words and even be
able to draw some small bits of meaning from the page, but you are not truly reading the
text. You wouldn’t have any idea what the words you just read actually meant. How
would you feel? Upset? Discouraged?
The words on the page have no meaning. They are simply symbols. People read for
many reasons but understanding is always a part of their purpose. Reading
comprehension is important because without it reading doesn’t provide the reader with
any information. In other words ,without comprehension, reading is nothing more than
tracking symbols on a page with your eyes and sounding them out..
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Beyond this, reading comprehension is essential to life. Much has been written about
the importance of functional literacy. In order to survive and thrive in today’s world
individuals must be able to comprehend basic texts such as bills, housing agreements.
Think of the potentially dire effects of not being able to comprehend dosage directions
on a bottle of medicine or warnings on a container of dangerous chemicals. With the
ability to comprehend what they read, people are able not only to live safely and
productively, but also to continue to develop socially, emotionally and intellectually.
Reading comprehension is a prerequisite skill for academic success in all areas of the
curriculum and a significant challenge for many students, even at the high school level.
Reading comprehension skills increase the pleasure and effectiveness of reading. Strong
reading comprehension skills help in all the other subjects and in the personal and
professional lives. The high stake tests that control advancement through elementary,
middle, and high school and that determine entrance to college are in large parts, a
measure of reading comprehension skills. And while there are test preparation courses
which will provide a few short-cuts to improve test-taking strategies, these standardized
tests tend to be very effective in measuring a readers reading comprehension skills. In
short, building reading comprehension skills requires a long term strategy in which all
the reading skills areas (phonics, fluency, vocabulary) will contribute to success
5. Seven Strategies to Teach Students Text reading Comprehension

Adler( 2001) mentiones at least seven strategies to teach reading comprehension. They
are as follows:
5.1. Monitoring comprehension
Students who are good at monitoring their comprehension know when they understand
what they read and when they do not. They have strategies to "fix" problems in their
understanding as the problems arise. Research shows that instruction, even in the early
grades, can help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches students to:
• Be aware of what they do understand

• Identify what they do not understand
• Use appropriate strategies to resolve problems in comprehension
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5.2. Metacognition
Metacognition can be defined as "thinking about thinking." Good readers use

metacognitive strategies to think about and have control over their reading. Before
reading, they might clarify their purpose for reading and preview the text. During
reading, they might monitor their understanding, adjusting their reading speed to fit the
difficulty of the text and "fixing" any comprehension problems they have. After reading,
they check their understanding of what they read.
5.3. Graphic and semantic organizers
Graphic organizers illustrate concepts and relationships between concepts in a text or

using diagrams. Graphic organizers are known by different names, such as maps, webs,
graphs, charts, frames, or clusters. Regardless of the label, graphic organizers can help
readers focus on concepts and how they are related to other concepts. Graphic
organizers help students read and understand textbooks and picture books. Graphic
organizers can:
• Help students focus on text structure "differences between fiction and

nonfiction" as they read
• Provide students with tools they can use to examine and show relationships in a
text
• Help students write well-organized summaries of a text
5.4. Answering questions
Questions can be effective because they:
• Give students a purpose for reading

• Focus students' attention on what they are to learn
• Help students to think actively as they read
• Encourage students to monitor their comprehension
• Help students to review content and relate what they have learned to what they
already know
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5.5. Generating questions
By generating questions, students become aware of whether they can answer the
questions and if they understand what they are reading. Students learn to ask themselves
questions that require them to combine information from different segments of text. For
example, students can be taught to ask main idea questions that relate to important
information in a text.
5.6. Recognizing story structure
In story structure instruction, students learn to identify the categories of content

(characters, setting, events, problem, resolution). Often, students learn to recognize
story structure through the use of story maps. Instruction in story structure improves
students' comprehension.
5.7. Summarizing
Summarizing requires students to determine what is important in what they are reading
and to put it into their own words. Instruction in summarizing helps students:
• Identify or generate main ideas

• Connect the main or central ideas
• Eliminate unnecessary information
• Remember what they read
6. Factors affecting reading comprehension :
Success in reading comprehension is a learnt skill , which can be developed by practice.

Thus, to learn how to read successfully, four variables conditioning the course of
reading process have to be taken into consideration. The variables are: the reader, the
text, the strategies, the goal. As far as the reader is concerned, his reading skills are
vital, as well as his interest in the topic. Such factors as sleepiness or hunger play a
significant role as well. All these factors influence the success in reading. Also the type
of the text has an impact on the reading process, as there is a certain degree of
difference in difficulty between various types, e.g. between a novel and a scientific text.
The most important factor, however, are reading strategies, as they affect reading in the
most significant fashion. Unsuccessful language learners can either use too few reading
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strategies, or they can apply them in a chaotic way, which obviously impairs reading
effectiveness. Also the reader’s purpose for reading is vital, as various purposes
condition the use of particular strategies. If the reader only needs to gather general
information, he will employ strategies appropriate for this goal, e.g. skimming. If, for
example, he looks for more specific information, the best strategy to apply would be
scanning.
7. Why is fluency important to reading comprehension?
In reading we focus on fluency and accuracy, both are important .Here the researcher
seeks to identify the importance of fluency to reading comprehension. For example, a
nonfluent reader puts a large amount of effort into decoding words. By the time such a
reader finishes a sentence, he or she may forget what the sentence was even about.
Comprehension is blocked because the process of decoding takes so much time and
effort the short-term memory can’t grasp the fragmented input of information. By
contrast, a fluent reader reads in smooth and continuous phrases and the brain can retain
and comprehend what is read. Just as a car needs fuel to run, comprehension is largely
fueled by fluency. Allowing a budding young reader to ignore fluency does much more
harm than good because it’s basically allowing them to practice bad reading. One way
teachers have tried to avoid this is by taking a simplistic approach to improving
fluency. And that is to simply read, read, and read some more. The basic premise
behind this strategy is that the more students read, the more likely fluency will develop
on its own. The problem with this is that there are struggling readers that for a variety of
reasons haven’t progressed beyond decoding skills. These readers need guidance to
move forward with fluency.
8. Reading comprehension strategy VS skill
There is a great debate about the reading strategies and skills.Can we call them
strategies or skills .The researcher wants to clarify the differences. Afflerbach et al
(2008:371) states that the distinction between reading skill and strategy is important for
understanding how readers learn new skills, how they repair difficulties while reading,
and how they teach others to read. Skills and strategies are sometimes used
synonymously, and sometimes they’re used to describe complementary behaviors. In
any event, everyone seems to believe that whatever they are, they’re important for
students and teachers to have and know about.
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According to Longman dictionary skill is an acquired ability to perform well;
proficiency. Note: The term often refers to finely coordinated, complex motor acts that
are the result of perceptual motor learning, such as handwriting, golf, or pottery.
However, skill is also used to refer to parts of acts that are primarily intellectual, as
those involved in comprehension or thinking. .Whereas , strategy in education, a
systematic plan, consciously adapted and monitored, to improve one’s performance in
learning. Nishino (2007: 140) stated that "Reading strategies can be broadly defined as
the mental operations performed by a reader to achieve the goal of textual
comprehension . Summarizing Chamot & Kupper (2010:99-101), here is a good way to
demonstrate the differences.
Table (3)
Skill Strategy
A strategy is a conscious plan under the
These are automatic procedures that do not control of the reader, who must make
require thought, interpretation, or choice. decisions about what strategies to use and
when to use them.
Skills are product-oriented, observable
Strategies are process-oriented, cognitive
behaviors such as answers to questions,
operations the reader engages in, generally
answers on tests, skills lists, and
thought to be unobservable.
taxonomies.
Strategy instruction stresses the reasoning
process readers go through as they interact
Skills instruction stresses repeated practice
with and comprehend text: how the
in applying skills until they become
strategies one uses change when one reads
habitual responses to particular tasks.
different texts or reads for different
purposes.
Strategy instruction teachers what to do
with a skill, how and why to use it, and
why it is important.
Strategy instruction focuses on ways to
help students understand what they read.
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9. Relation between strategies and skills
Pang (2008:6) claims that the two terms skills and strategies can be confused. However,
a skill is generally accepted to be an acquired ability that operates largely
subconsciously, whereas a strategy is a conscious procedure carried out to solve
problems in the comprehension process. Carrell (1993:29) preferes using the term
"strategies" rather than the term "skills" because using a strategy means that a reader
consciously focuses on selecting and controlling activities that achieves his desired
goals. Simply, reading strategies are the conscious systematic mental processes used by
a good reader to understand a text. They are represented in cognitive and metacognitive
processes including decoding, skimming, scanning, clarifying meaning of words,
summarizing, and drawing inferences. In contrast, skills are subconscious automatic
processes employed by a good reader to understand texts.
From the previous discussion , one can deduce that both are necessary, and the problem
with separating skills and strategies into separate features of learning is that we
overlook the ways in which they are both directed to the same end, which is fluent and
efficient performance. Afflerbach, Pearson and Paris (2008:30)make a great point in
noting that strategies are what we turn to when we lack the skills to accomplish
something and that, “even ‘basic’ skills benefit from being taught as strategies initially,”
because strategies are how we manage difficult tasks.
10. Reading comprehension skills
After defining both strategy and skill and distinguishing the difference between them ,
the researcher is going to discuss each of them alone in details .The goal of all readers
should be to understand what they read. Research shows good readers are actively
involved with the text, and they are aware of the processes they use to understand what
they read. A good reader is someone who has a purpose for reading, whether it is to
look for specific information or to read for pleasure. A good reader is involved in a
complicated thinking process as she or he reads. There are skills that we can teach
children to help them become purposeful, active readers. The use of these skills depends
on what readers are reading. These skills include:
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10.1 Skimming
Skimming is reading at the fastest speed which a person can accomplish. In skimming,
note titles, topic sentences, chapter headings and highlighted words or phrases. Also,
examine/he table of contents, the index and any picture or other graphic aids. Skim
whenever you want to get a general idea of book’s content. For example, a reader
should skim to decide whether a book might be a useful reference source.
10.2. Scanning
The major purpose of scanning is the rapid and efficient location of specific words, facts
or details. It is also an extremely useful skill in helping the student to learn and master
technical terms where a number of sources need to be consulted for the meaning and use
of certain technical words. Scanning involves moving your eyes quickly across a line or
down a page to locate particular information. To train yourself to scan, choose a text
book that you use in one of your courses, place a folded paper or a card over the first
line and move the paper quickly down the page. Look for key words or phrases that
indicate you are close to the information you need. When you locate such a word, stop
scanning and read slowly.
10.3. Inferring:
According to Bishop(2003)" It is the ability to connect what is in the text with what is
in the mind to create an educated guess". It is a skill that is necessary for reading
comprehension. Inferring, sometimes called "reading between the lines", is what occurs
when the reader depends on prior knowledge to make a prediction about upcoming
events in the story." Inferring aids comprehension by causing the reader to ask questions
as they read and use context clues to determine the author's purpose and meaning of the
entire book" (Bishop,2003) .Ferris & Hedgcock (2009:103)suggested some strategies
that help to draw inferences:
1. Making Inferences Using Pictures (Visualizing)
2. Making Inferences By Reasoning (Reading Between The Lines)
3. Traditional Cloze Technique
Moreover you can encourage students to make inferences by providing sentence starters
similar to the following: I realize that..., Based on…I predict that…, I can draw these
conclusions..., Based on this evidence, I think
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10.4. Prediction:
According to Grellet (1995: 17), prediction refers to “an educated guess about
something that will come later in the text. The Predict skill is a simple but powerful way
to help you connect what you know with what you are reading. Just as a detective looks
for clues to solve a mystery, you can find clues in a text about upcoming events and
themes.. Predicting involves more than trying to figure out what happens next. It was
also reported that to predict what a text or a book is about, a reader needs to identify
what kind of a text is this, that is to identify its genre and thus the writer's purpose can
be identified, activate his schemata, and use some key words and phrases from the
body/content of the text; and in a case of a book, to preview the title, table of content
and the preface
10.5. Sequencing:
Sequencing is one of many skills that contributes to students' ability to comprehend

what they read. "It is the identification of the components of a story, such as the
beginning, middle, and end, and also to the ability to retell the events within a given text
in the order in which they occurred." (Faust 2002: 18). Sequencing is a skill that can be
incorporated into any subject area, but it is often associated with teaching early readers.
When selecting a text for a sequencing activity, start with a piece that contains distinct
events; has a clear beginning, middle, and end; and that lends itself to being retold.
Familiar examples of such stories include fairy tales and fables
10.6. Summarizing:
Summarizing is how to take larger selections of text and reduce them to their bare
essentials: the gist, the key ideas, the main points that are worth noting and
remembering. It teaches students how to discern the most important ideas in a text, how
to ignore irrelevant information, and how to integrate the central ideas in a meaningful
way. Teaching students to summarize improves their memory for what is read.
10.7. Guessing meaning of words from context:
It refers to the reader's attempt to predict or to assume meaning of unfamiliar word

taking help of clues from the context. Guessing meaning of words from context is a
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strategy that needs finding clues in the sentences related to the word or finding the
relation between the word and the topic or the reader’s background knowledge.
To sum up , from the previous discussion , one can notice that .There are a lot of
reading skills , all of them are important and should be developed ; we as teachers
should enable our students to be able to know when and how to choose the proper one
effectively. For example, if the reader only needs to gather general information, he will
employ strategies appropriate for this goal, e.g. skimming. If, for example, he looks for
more specific information, the best strategy to apply would be scanning.
11. Reading comprehension strategies
To understand the reader and the nature of the act of reading more clearly and
comprehensively, one needs also to find out and describe the reader’s strategies and
reactions with regard to the reading task, and to see how the reader copes with the
reading task and solves the problems..Here are some of the most common reading
strategies :
11.1. SQ3R, SQ4R and PQ4R strategies
SQ3R, SQ4R and PQ4R strategies refer to particular advised steps to be taken during
reading. ‘S’ stands for survey, ‘Q’ for question, ‘P’ for preview or purpose, and ‘R’ can
stand for read, recite, review, reflect or write. All the listed methods mainly differ as far
as the number of ‘R’ factors is concerned, though some other differences also occur.
11.2. SQ3R strategy
SQ3R method, also called a reading study system, includes Survey, Question, and three
times ‘R’: Read, Recite, Review. Each of the mentioned factors shall be closely looked
at. The first factor, namely
11.2.1. Survey, refers to gathering the information necessary to define goals and
concentrate on the text. At this stage, the reader is advised to read the title and think of
the topic it may suggest. To get more information concerning the author’s purposes, the
reader is then recommended to read the introduction and summary.
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11.2.2. Question, helps the reader focus on the reading passage and get involved in the
work with the text. It is the reader’s task to form as many questions concerning the text
as possible, as such a procedure makes the reader engaged in the reading task.
11.2.3. Read, implies filling the earlier-built mental framework with detailed
information. If possible, some additional questions regarding the text should be made up.
11.2.4. Recite, so after reading each section he ought to stop and try to answer his
questions from memory. If he cannot do it, he should look back in the text again.
11.2.5. Review factor is very similar to Recite one, but the former is applied after the
whole text has been read, and the latter is employed after each small section of the text.
11.3. SQ4R strategy
Similarly to the previous method, the reader should first briefly survey the text for the
same purposes as described above. SQ4R strategy contains, however, one ‘R’ more,
namely wRiting. At this stage, the reader should write answers to all the questions he
has made up. The answers, however, ought to be stated in the reader’s own words,
which excludes mindless rewriting of sentences from the text. The learner can, thus, see
that he has comprehended the text if he is able to meaningfully rephrase what is written
in the text. The remaining two ‘R’s are Recite and Review which correspond to the ones
from SQ3R strategy.
11.4. PQ4R strategy
11.4.1. Preview: Look through the pages of your reading passage and read the headings
of the chapter and any sections dividing the chapter. Read the first and last paragraph in
each section. View the illustrations in each section. Read the captions under the pictures
and take a few minutes to look at charts, graphs, or maps.
11.4.2. Question: Think about the information you learned in the Preview. Ask yourself
questions about it. Think about what do you already know about ideas you saw during
your Preview. What do you think are main points that will be raised in the chapter?
What do you expect to learn from reading this material?
11.4.3. Read: Read the passage. If there are ideas that seem important, make a note of
them on paper. If the book belongs to you, consider making notes in the margins and
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highlight important parts in the book. If you just can't imagine writing in your book,
make notes on paper.
11.4.4. Reflect: Take time to reflect on what you have read. How are the passages or
chapters inter-related? How does the information fit into things you have already
learned? What new information did you learn? Did the passage include the information
you expected to cover? Was there information that surprised you?
11.4.5. Recite: Think about the material. Discuss it with someone else or write down
the main points you learned. Generally, writing information down by hand will improve
memory of the material. If writing is a problem for you, consider brief notes or discuss
the material with other students. It is important to summarize the material in writing
using your own words. Explain it aloud to someone else or recite your notes aloud to
yourself. Consider using a graphic organizer to increase your understanding of how
concepts in the reading relate to each other.
11.4.6. Review: Consider the main points of the material. Were your questions
answered? Do you feel that the writer's points are fully understood?
12. Teaching Reading comprehension Skills
As mentioned earlier in this research, reading skills are learnt ones .Thus, by practice
and training , they can be developed and strengthened. Moreover, teaching reading has
certain phases , which teachers should follow in teaching. All of these phases have
certain steps and activities, they include before, during, and after reading
12.1. The Pre-reading Phase
In the first phase ,teachers should provoke students’ interests and motivation through
discussing pictures, titles and some key words. Before presenting the new text, teachers
should have the child predict what the text is about by looking at the pictures. In
addition teachers should guide young children to use basic logic skills while looking at
the pictures to form an idea of what the text will be about. This will help develop
prediction skills and will give them a set of ideas about the lesson that they can use to
help decode any unfamiliar words that they come across while reading.In this stage ,
they
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• use prior knowledge to think about the topic.
• make predictions about the probable meaning of the text.
• preview the text by skimming and scanning to get a sense of the overall meaning.
12.2. The While-reading phase
After the pre reading , the teacher goes to another important phase which happens while
reading the actual text.The aims of the second stage are to help students to understand
the specific content and to perceive the rhetorical structure of the text. This stage
requires the teacher's guidance to ensure that students assume an active, questioning
approach to the material. In this stage , they monitor understanding by questioning,
thinking about, and reflecting on the ideas and information in the text.
12.3. The post-reading phase
It happens after you have finished reading the text. See if the children can explain what
happened at the beginning, in the middle and at the end of the text .The final stage is
intended to review the content work on bottom-up concerns such as grammar,
vocabulary, and discourse features; and consolidate what has been read by relating the
new information to the learner's knowledge, interests and opinions. Here, teachers check
students’ understanding of what they have read, relate the text to their personal
experience and lives and relate and integrate reading to other language skills.In this
stage students
• reflect upon the ideas and information in the text.
• relate what they have read to their own experiences and knowledge.
• clarify their understanding of the text.
• extend their understanding in critical and creative ways.
Summery :
In this sectin the researcher expanded the discussion of topics related to reading
comprehension. First he defined it and distinguished it from reading. Then, he
discussed the elements of the process of reading comprehension, the importance of it,
some strategies ,factors affecting it, fluency importance to it, Reading comprehension
skills ,relation between strategies and skills and Teaching Reading comprehension
skills with their different phases.
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SECTION 4
READING COMPREHENSION AND DIFFERENTIATED

INSTRUCTION
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1. Reading comprehension and Differentiated Instruction .
There is evidence that providing all students with the same reading instruction can be
detrimental to student achievement. In classrooms comprised of students with varied
reading levels where the teachers did not engage in differentiated instruction, student
achievement for the average and low achieving students sufferes; high achieving
students make merely modest gains (McGill-Franzen, Zmach, Solic, & Zeig, 2006;
Schumm, Moody, & Vaughn, 2000). Other studies support the notion that
differentiation in instruction is needed to narrow the achievement gap found in today’s
schools (Allington, 2009; O' Connor, R. E, et al, 2002). Since teachers in non-
differentiated classrooms often focus on the average learners, students of high ability or
low ability do not receive instruction to adequately improve their reading ability.
Seventy percent of adolescent learners in - USA- will benefit from differentiated
instruction. "Right now, too many middle schools –in USA- place students in a
curriculum in which everyone reads the same text and completes the same assignments.
Unfortunately, this leaves too many students behind instead of moving them forward"
(Biancarosa and Snow ,2006)
The wide range of reading abilities possessed by students has long perplexed educators.
A number of attempts have been made to address differences. The challenge for
teachers is complex: faced with a wide range of student abilities, teachers must address
the different reading levels, provide necessary and appropriate instruction, and ensure
that all children will read and comprehend.The most successful teachers of reading
comprehension differentiate lessons, materials, and instructional techniques to fit the
needs of learners. The researcher thinks that one of the keys to bridging the
achievement gap is to address the needs of individual learners. However, in a classroom
of 20 or more children, individual instruction can be overwhelming. Thus, a variety of
grouping patterns, utilized in DI strategies can be a solution.
2. Planning differentiated Reading comprehension lessons
Planning tailored reading lessons is not a simple task that can be described in a lock-
step formula. There are many points to consider when preparing for differentiated
reading instruction in the classroom such as assessment, grouping formats, classroom
management ,materials, length and frequency of instruction and lesson Focus.
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2.1. Assessment
The primary consideration in reading instruction should be the needs and strengths of
each child. It is only through assessment that teaching decisions can be made as
assessment provides the data that informs good instruction -once these data are
collected, the teacher must be empowered to analyze the information. This analysis,
coupled with the teacher’s deep knowledge of the reading process, will enable powerful
instruction. This type of assessment should be on-going, not a one-shot measure used at
the beginning, middle, and end of the year. It is equally important to include classroom
based assessments. Teachers should observe students’ reading skills and strategies in
authentic situations, not just isolated drills
2.2. Grouping Formats
Teachers must carefully consider the types of grouping arrangements they use during
teaching reading. It is best to employ a variety of grouping formats throughout the
instructional block, including whole-class, small group, and opportunities for
individualized instruction. This whole group teaching will not meet the needs of all of
the students which is why small group instruction is a necessary component in the
literacy block. Groups may change based on skill or strategy need. When children
demonstrate a need to switch groups, teachers can do that, again based on the
assessments. Individualized instruction can be arranged to meet the needs of struggling
or accelerated readers, in addition to the whole class and small group opportunities
provided. It is also likely that members of other groups will switch due to ability or
interest differences.
2.3. Classroom Management
As mentioned before, management issues create the largest barrier to this model of
teaching It is imperative that teachers find methods to keep all children actively engaged
in meaningful literacy learning, while meeting with small groups or individual learners.
There is a variety of approaches that teachers employ; it is important that teachers select
a management technique that is comfortable and matches their teaching style.
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2.4. Materials
The materials used in a reading lesson should be based on the instructional reading level
of the students in the group as well as the interests of the group members. Once again,
this requires the teacher to use a variety of assessments for decision-making. (Allington,
2009:23)
2.5. Length and Frequency of Instruction
How long a differentiated reading lesson should last and how often these lessons should
occur. These are decisions that only a well-prepared teacher can make, using formal
assessments and anecdotal records as a guide. The answer to the question will change
from one grade level and classroom to the next, based on the needs of the learners. All
students should receive daily instruction in the whole-class lesson. However, struggling
students may need to be instructed more frequently than other students in a small group
in order to make accelerated progress. Students reading above grade level may benefit
from opportunities for independent practice, so they may not meet with the teacher as
frequently
2.6. Lesson Focus
Before and during each lesson teachers must consider the needs of the learners in order
to decide which comprehension strategies to stress, how to build and maintain fluency,
and which word-level skills and strategies to teach. Ultimately, if children are taught
how to successfully comprehend all types of text, they may perform well on
standardized measures. summarized from (Tomlinson 2006:110-114)
3. Practices to Differentiate Reading comprehension Instruction
Tomlinson (2006:90-94) mentiones ten practices teachers can use to differentiate

reading instruction :
1. Make your read alouds a common teaching text: In addition to being just for fun,
read-aloud materials will become your common text, setting the stage for
differentiation. Use them to build background knowledge and to show students
how you apply strategies . You can also use them to introduce issues and invite
students to respond to these issues in their journals. Making your read aloud
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your teaching text will ensure that every student has access to the information
and skills they need to become a better reader.
2. Teach with diverse materials: Avoid using one text for the entire class. Instead,
use multiple texts at diverse reading levels for your units of study. This will
enable every student to gather information from books and magazines they can
truly read
3. Organize for instruction so you meet alreading levels. Whether you use a
differentiated whole-class instructional approach or have students work in small
groups, you’ll need to organize each unit of study around a genre, issue, or
topic—rather than teaching “the book.”
4. Value independent practice reading. Set aside 15 to 30 minutes of class time, at
least three times a week, for students to read books at their comfort levels—and
these levels vary from student to student.
5. Show students how to construct meaning while reading. Students can become
better readers only if they understand how to construct meaning as they read. By
modeling the ways you think about texts during your read aloud, while you work
with small reading groups, and in your one-to-one instructional conferences with
students, you are offering students mutliple opportunities for learning how to
construct meaning.
6. Show students how to construct meaning while reading. Students can become
better readers only if they understand how to construct meaning as they read. By
modeling the ways you think about texts during your read aloud, while you work
with small reading groups, and in your one-to-one instructional conferences with
students, you are offering students mutliple opportunities for learning how to
construct meaning.
7. Encourage discussion. Discussion is especially important in a differentiated
reading classroom because it provides a powerful way to build on every
students’ understandings and knowlegde of facts. It also provides them with
opportunities to clarify meaning and to build comprehension. By asking students
to move beyond memorizing the facts to applying those facts to issues and
problems through discussion, students deepen their understanding and recall. In-
depth discussions among small groups, and with the entire class, can show
students how their peers think and reason, can build background knowledge, and
can make the facts relevant to their own lives.
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8. Write to explore, think, learn, and improve comprehension. Learners can write
only what they know and understand .If they haven’t absorbed a lesson, they
will have little to write. It’s crucial for teachers to know that everyone in a class
does not absorb the same information from a demonstration or a lesson .
Reading students’ journals can provide insights into whether students can think
inferentially and analyze chunks of text. These insights support planning
interventions for individuals, pairs, small groups, and, at times, the entire class.
9. Use ongoing assessments to support each student. Study the assessments
students complete for a unit to discover their successes and their areas of need.
Then support each student in your class by getting to know him or her so you
can provide targeted instruction. Ongoing assessments allow you to do this.
10. Plan your units carefully. Thinking through each unit of study enables you to
understand what you want students to learn about a genre, an issue, and reading
strategies .It will also ensure that you have gathered reading materials that meet
the needs of each student, as well as appropriate texts for your read alouds.
As you begin to embrace some of these differentiation practices, it’s important for you
to know the research that supports this kind of instruction. Knowing the research will
enable you to select materials to read for building your own background knowledge and
expanding your understanding of differentiation.
4. English for Palestine
English for Palestine was written specially for schools in Palestine to realize the aims of
the Palestinian Ministry of Education as described in detail in the Ministry’s English
language Curriculum for Public Schools (1999). The learners from beginner level in
grade 1 to school-leaving level in course takes grade 12. In the English language
curriculum, communicative ability is the main goal. So although it is important for
learners to know about the language, real success is measured by what learners can do
with the language: how well they can understand meaning and convey meaning in
spoken and written English. English for Palestine 11, Teacher’s Book ( 2005: 4)
4. 1. English for Palestine-Grade 9

English for Palestine-Grade 9 complements and extends the work in Grade 8. As such,
Grade 9 maintains the continuity of the course and offers many new features to
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stimulate and challenge teachers and students: for example, there is a strong emphasis
on developing reading skills, and using reading to expand vocabulary. As in the
previous levels, the course has a double strand of communicative activities and work
skills. The skill of reading, writing, listening and speaking are integrated throughout the
course. There is more emphasis on combining the skills in sequences
of activities. New vocabulary and grammatical structures are carefully controlled and
are introduced in the context of the language skills. Writing is presented in graded
activities to encourage them to write independently. The writing element of the syllabus
in grade 9 focuses on using notes to write clearly and accurately about the topic and on
writing summaries.
4.1.1. Components of English for Palestine Grade 9
1. Student's Book - presents the new language and provides classroom activities for
practice and recycling. The student’s book consists of 18 units where each unit consists
of 6 lessons aiming at developing students’ competence in the four language skills
(listening, speaking, reading and writing). Lessons 1 and 2 cover the following:
‘vocabulary and listening’, and ‘language and speaking or vocabulary and speaking’.
Lessons 3 and 4 tackle reading and vocabulary, and language and speaking. Lessons 5
and 6 focus on listening and speaking or listening and understanding. In lessons 3 and 4,
students read a passage to answer comprehension questions which vary from general
understanding questions to detailed-answer ones
2. Workbook - provides exercises and activities that help students to practice and
consolidate what they have learned from the students' book.
3. Teacher's Book - offers detailed, step-by step lesson notes and model tests.
4. Teacher's audio cassette- provides all the listening activities and useful pronunciation
model.
4.1.2. Reading Objectives in English for Palestine Grade 9
1. Answer factual , inferential , judgment or evaluation questions .

2. Read familiar material with correct pronunciation and intonation.
3. Recognize pronoun referents.
4. Generate questions about reading texts.
5. Summarize reading texts
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6. Make predictions about reading texts.
7. Make inferences about reading texts.
8. Develop awareness of semantic fields (word mapping).
9. Develop awareness about synonyms and antonyms.
10. Identify the main idea of reading texts.
11. Identify supporting details.
12. Distinguish main idea from supporting details.
13. Recognize rhetorical markers and their functions.
14. Analyze components of text such as setting , theme, characters , etcetera.
15. Deduce meaning of unfamiliar words from context.
16. Skim for gist or general impressions of text or graphics.
17. Distinguish fact from opinion.
18. Infer mood and author's attitude or tone.
19. Understand different types of letters.
20. Scan for specific information from texts and realia.
21. Interpret information presented in diagrammatic display.
22. Relate text to personal experience , opinion , or evaluation.
23. Extract and synthesize information from different sources. (English Language
Curriculum (ELC), 1999:33)
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PART 2
Previous Studies
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Part II
Previous Studies
1. Introduction
2. Studies related to differentiated instruction and reading comprehension skills
3. Studies related to differentiated instruction and teaching English language

teaching.
4. Commentary on the previous studies
5. Summary
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A. Studies related to differentiated instruction and
reading comprehension skills
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Gilbert (2012)
Aiming to improve student performance on high-stake examinations in reading through

differentiated instruction, Gilbert (2012) conducted his study . This sequential mixed-
methods study examined teacher perceptions of reading instruction as well as the effects
of differentiated instruction and other instructional strategies on student achievement in
reading in a primary school. The questions in this study were designed to examine
teacher perceptions of differentiated instruction and other instructional strategies used in
reading. Qualitative data, in the form of observations and interviews, were collected
from a convenience sample of second-grade teachers. The data was coded in order to
identify various themes and trends. Observation and interview data revealed that
teachers tended to use instructional approaches that produced satisfactory results on the
CRCT. The quantitative hypothesis concerned using independent samples t-test to
determine if there was a significant difference between the performance of students
taught in a differentiated classroom and those taught in a traditional class. The OAS
benchmark results indicated that the reading comprehension of students in the
differentiated classroom was significantly higher than the students in the traditional
classroom.
McCullough (2012)
The purpose of this study was to investigate whether differentiated instruction had a
positive effect on the vocabulary and the reading comprehension of struggling 2nd
grade students. In constructing a foundation for differentiated instruction, the theories of
the zone of proximal development (ZPD) and multiple intelligences (MI) are pertinent
to this interactive teaching approach. This pre experimental study focused on whether
there was a significant difference in students' reading performance in vocabulary and
comprehension after the implementation of differentiated instruction. Archival student
data from 3 classrooms for the years 2009 and 2010 were used in this study. Students'
scores from pretest and posttest assessments, Student Achievement in Reading (STAR)
Reading and Phonological Awareness and Literacy Screening (PALS), were collected,
analyzed, and compared. A repeated-measures t statistic was used to evaluate the mean
difference between students' scores before and after receiving reading instruction using
differentiated instruction. The data revealed positive gains in students' reading
performance after the implementation of differentiated instruction. Implications for
positive social change include vital information for teachers to become more effective in
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their instructional methods, providing struggling readers opportunities to gain the
essential knowledge and skills that will enable them to become self-sufficient,
confident, and competent individuals.
Coar (2011)
Another study by Coar's (2011) to examine the impact of using differentiated

instruction on the reading achievement performance of African American students
compared to European American students at a school in the southern United States
.Theories of differentiated instruction suggest that, by meeting each student at his or her
readiness level, the chance for success is increased. A one-way analysis of variance was
used to analyze the impact of ethnicity on reading achievement. The analyses revealed
there is statistically significant relationship between reading performance, as measured
by the Georgia Criterion Referenced Competency Test, in 3rd, 4th, and 5th grade
students who received differentiated instruction and ethnicity for neither the 2008-2009
nor 2009-2010 academic year. The findings confirm that differentiated instruction can
be used to reach diverse students. Implications for positive social change include the use
of differentiated instruction to help close the gap in reading achievement and improve
reading achievement for all learners.
Dunphy (2010)
Dunphy's study (2010) was to determine the effect of explicitly differentiated reading
instruction groups on eighth-grade students' achievement, behavior, and engagement in
a school seeking to reestablish adequate yearly progress benchmarks. The results of this
study supported student participation in explicitly differentiated reading instruction
groups. Because students in High Reading Ability ( n = 25), Middle Reading Ability (n
= 25), and Low Reading Ability (n = 25) groups maintained average to above average
achievement test scores on several measures with commensurate classroom grade
performance, and appropriate behavior and engagement to support school success
during eighth grade, the results suggest continued implementation of explicitly
differentiated reading instruction classrooms. The results of this study suggest that when
these critical components are present in the daily educational routine, supported by the
student schedule and teacher roster assignment, achievement can be significantly
positively influenced.
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Flaherty (2010)
Researchers implemented classroom interventions to improve the intrinsic motivational

behaviors of 4th and 6th grade elementary students and to develop reading
comprehension through differentiated instruction. The problem of low intrinsic
motivational behaviors was documented through classroom observation checklists,
student self-reported surveys, and parent surveys. Teachers noted high incidence of
incomplete homework, low classroom participation, and lowered academic
achievement. After reviewing solution strategies from educational practitioners, two
targeted strategies of differentiated instruction and cooperative learning were the
interventions implemented. Post intervention data showed increased student
involvement, improvement in class participation, homework completion, and on-task
behaviors. All of this led to enhanced overall student intrinsic motivation and increased
levels of academic achievement as well.
Reis et al (2010)
Moreover , Reis et al (2010) examined the effect of a differentiated, enriched reading

program on students’ oral reading fluency and comprehension using the schoolwide
enrichment model–reading (SEM-R). Treatment and control conditions were randomly
assigned to 63 teachers and second through fifth grade students across five elementary
schools. Using multilevel modeling, significant differences favoring the SEM-R were
found in reading fluency in two schools (Cohen’s d effect sizes of .33 and .10) and in
reading comprehension in the high-poverty urban school (Cohen’s d = .27), with no
achievement differences in the remaining schools. These results demonstrate that an
enrichment reading approach, with differentiated instruction and less whole group
instruction, was as effective as or more effective than a traditional whole group basal
approach.
Welsh (2010)
Aiming to examine the ability of 15 fifth grade students with reading difficulties to
move toward proficiency through instruction using differentiated instruction and
Reading Excellence: Word Attack & Rate Development Strategies (REWARDS) Welsh
(2009) did this study. The research occurred in the students' classroom to observe the
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phenomenon in an authentic environment. The research instruments used were teacher
interviews and the pretest and posttest results of the 4Sight test and the pretest and
posttest results of a decoding and fluency assessment. The patterns revealed from the
data identified the successes and failures of nonspecific remediation that centered on the
learner's inability to achieve reading mastery. The key findings from the study indicated
that addressing students' weaknesses during one on one instruction, small group
instruction, and through computer programs using differentiated instruction assisted
students in moving toward reading proficiency.
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B. Studies related to differentiated instruction
and English language teaching.
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Alavinia (2012)
The current study sought to investigates the possible effects on vocabulary learning of
the implementation of differentiated instruction (in the light of learners’ multiple
intelligences and learning styles). The research was carried out in the Iran Language
Institute (ILI) in Urmia, with 80 Iranian intermediate female learners. Successive to
homogenizing the groups, a total of 60 learners were found to enjoy the conditions for
the rest of the research, and hence two 30-member groups were formed. These learners,
then, sat the pretest (a vocabulary achievement test), and based on the results of multiple
intelligences and learning styles questionnaires, which were administered later, the
learners were divided into five separate categories termed visual-spatial (V), linguistic-
auditory (L), kinesthetic-bodily (K), interpersonal (Inter), and intrapersonal (Intra). Next
the learners in the experimental group were instructed based on their unique intelligence
and learning styles types, whereas the other class was taught in the traditional way with
no differentiation. Subsequent to the administration of posttest, the results were
analyzed through the use of independent samples T-test and ANOVA. In line with the
findings of the research, a significant amount of difference was found between the
performances of two groups and in favor of the experimental group. Further, the
performance of different learners with various intelligences and learning style was
shown to vary significantly.
Farhady (2012)
The current study sought to investigates the possible effects on vocabulary learning of
the implementation of differentiated instruction (in the light of learners’ multiple
intelligences and learning styles). The research was carried out in the Iran Language
Institute (ILI) in Urmia, with 80 Iranian intermediate female learners. These learners,
then, sat the pretest (a vocabulary achievement test), and based on the results of multiple
intelligences and learning styles questionnaires, which were administered later, the
learners were divided into five separate categories termed visual-spatial linguistic-
auditory (L), kinesthetic-bodily (K), interpersonal (Inter), and intrapersonal (Intra). Next
the learners in the experimental group were instructed based on their unique intelligence
and learning styles types, whereas the other class was taught in the traditional way with
no differentiation. Subsequent to the administration of posttest, the results were
analyzed through the use of independent samples T-test and ANOVA. In line with the
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findings of the research, a significant amount of difference was found between the
performances of two groups and in favor of the experimental group. Further, the
performance of different learners with various intelligences and learning style was
shown to vary significantly.
Jocylinn (2012 )
This quantitative study done by Jocylinn (2012 ) explored the academic progress of at-
risk students in English language arts (ELA) when they were given differentiated
instruction (DI) and universally designed curriculum (UDC) to address their academic
needs. The purpose of the study was to determine if there was a significant change in
passing rates on the California Standards Test (CST) for at-risk students instructed with
DI and UDC when compared to the scores of at-risk students who were instructed with
a standardized core curriculum. The population included students in 4th, 5th, and 6th
grades who were identified as at-risk students in the area of ELA due to test scores of
Far Below Basic and Below Basic on the CST. The study was conducted with students
in a rural school district in Southern California. The results of the data analysis
demonstrated the effects of DI and UDC when compared to the standardized core
curriculum on student test scores during the 2007–2008, 2008–2009, 2009–2010, and
2010–2011 school years. The findings from the study may assist districts in choosing
the appropriate curriculum to address the needs of at-risk learners. Based on the results
derived from data analysis that utilized t tests and z tests, it was concluded that when
comparing test scores at the same grade level over the years included in the study, those
with DI/UDC outperformed those with the standardized core curriculum.
Stavroul (2012)
This paper presents the results of a study concerning the application of differentiated
instruction in mixed ability classes, in which 24 elementary classes of 479 Cypriot
pupils participated. The study provides evidence about the effect that systematic
differentiated instruction in mixed ability classes has on students’ achievement. The
results of the experimental group of the research that had received differentiated
instruction were compared by multilevel regression with the results of the control group
that had not received differentiated instruction. The comparison aimed at investigating
the difference in achievement between the two groups and the identification of other
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factors that affected students’ achievement between and within these groups. A
multilevel structure equation model was used to demonstrate the relations and the
impact of the change of teaching practices, monitored by a differentiated instruction
observation key, over students’ achievement. Along with the main research question
determining the impact of differentiated teaching on students’ achievement, research
results gave substantial evidence over the dimensions of quality and equity of education
effectiveness. Quality and equity dimensions of education effectiveness consists of main
conflict issues for differentiation instruction in mixed ability classrooms. Based on the
results of the study presented, this articles’ main target is to discuss how differentiated
instruction can promote equity and quality for all in mixed ability classrooms.
Parker(2011)
The purpose of this sequential explanatory mixed methods research study was to
determine the relationship between standards-based differentiated instructional (DI)
strategies and the literacy achievement of ELLs and how knowledgeable are teachers in
implementing differentiated instruction to support ELLs. The setting for the study was a
culturally diverse southeastern metropolitan public school district. The population
consisted of the NCLB Adequate Yearly Progress ELL subgroup from five Title I
elementary schools in grades 3,4, and 5 and grades 3, 4, and 5 teachers trained in
differentiated instruction that worked with ELLs during the intervention years. The
quantitative student performance data showed that DI intervention significantly affected
the literacy achievement of ELLs. The qualitative data provided voice to additional data
collected from the quantitative teacher survey and classroom observations. The benefits
of the study inform (a) teachers, (b) local district and school administrators, and (c)
policymakers about the how of implementing differentiated instruction, especially as
states choose to adopt the new Common Core State Standards Initiatives.
El shareef (2010)
The purpose of this study was to know how effective is the use of differentiated
instruction strategy in acquiring the subject of English language for the sixth grade
elementary pupils in the governorate of "Al-Qanftha", at the first three levels of the
"Bloom's Taxonomy" for the behavioral objectives (knowledge – comprehension –
application) comparing with the conventional methods used in instruction . To reach the
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goal , the researcher apply a quasiexperimental study in which the sample consisted of
(53), elementary sixth grade pupils in first semester 1432 AH . The sample was divided
into two groups: a) (25) pupils for the experimental group were taught the target lessons
with the use the differentiated instruction strategy. b) (28) pupils for the control group
were taught the same target lessons with the conventional method. A pre-test , which
administered to the two groups , was designed by the researcher , and it was given to a
number of specialized arbitrators to make sure of its validity and suitability . Stability of
the test was measured by using split-half method , and got (0.94) . The experiment
lasted one month . A post – test administered again to the two groups . Data collected
for the hypotheses of the study was analyzed using means , standard deviations and
Analysis of covariance ( ANCOVA ) , and a confidence level (0.05) was used as the
criterion level for determining statistical significance .The results were positive to the
side of experimental group.
Mark (2011)
The purpose of this quantitative study, which utilized two pre-existing data sources, was
to determine if there was a difference between student standardized test scores as
measured by the North Carolina End-of-Course (NC EOC) tests based on the level of
their teachers' use of differentiated instructional strategies. Few studies have examined
the results of students' academic achievement of teachers who utilize DI strategies
compared to those teachers who do not utilize DI strategies as regularly. This study
sought to determine if End-of-Course effectiveness residuals for teachers at a single
high school were significantly higher for those teachers who practiced differentiated
strategies more frequently than teachers who did not practice DI strategies as regularly.
The study utilized a survey created at Margate High School (a pseudonym) and teacher
residual data prepared by the district's Evaluation and Research department. T-tests
were used to determine if there was a significant difference in average residual scores
between teachers who frequently practiced differentiated strategies than their peers who
did not employ the strategies as regularly. Additional t-tests determined if there were
differences in the average residual scores of those who more frequently differentiated
content, process and product than their peers. School leaders must consistently evaluate
instructional programs to determine their effectiveness on student academic
achievement. While differentiated instruction has a strong foundation in both
educational theory and brain research, the literature is mixed as to its efficacy; therefore,
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additional research needs to be conducted to determine the impact of differentiated
instruction on student achievement.
Patricia(2010)
The purpose of this study was to determine if differentiated instruction had an effect on
student achievement. The researcher sought to answer two research questions “Does
differentiated instruction have an impact on student achievement?” and “Are there
components of differentiated instruction that have a greater impact on student
achievement than others?” The study followed a mixed method design and consisted of
two parts. First, a quantitative analysis of test scores from the Michigan Education
Assessment Program (MEAP) and teacher and student survey results were analyzed as a
means to outline broad relationships from the data. Results from the quantitative
findings directed the researcher on how to frame the qualitative design. Second, a
qualitative analysis of classroom observations and interviews with teachers was
conducted.The qualitative portion of this study followed a social interactionism
orientation adopted by social interactionism theorist (Blumer, 1969). This approach
allowed the researcher to analyze relationships between the differentiation variables.
The quantitative data methods of surveys and test scores, qualitative techniques of
classroom observations, and teacher interviews were triangulated. Findings also
suggested that the differentiation strategies of choice and interest play a vital role in
achievement and student satisfaction in learning. Findings suggested that teachers just
beginning differentiation should first administer a learning styles inventory to their
students. The administration of this inventory will provide the teacher with the
necessary information to differentiate for choice and interest, two manageable
techniques with which to begin differentiation.
1.Commentary and Summary of the findings of previous studies
1.1. Studies related to differentiated instruction and reading comprehension

skills
It was clear that the above-mentioned studies were divided into two domains. The first
handled the studies related to the effect of differentiated instruction on developing
reading comprehension skill . The second showed the effects of differentiated
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instruction on different aspects of English language teaching. From the previous studies
the researcher deduced and concluded the following:
1. All the previous studies indicate that there is a strong relationship between
differentiated instruction and reading comprehension. The more students are exposed to
differentiated instruction , the more they will be able to comprehend. In addition to
that, students who are taught via differentiated instruction did better in exams than
those who lacked it.
2. Apparently, all of the previous studies agreed that there were deficiencies in
students’ reading comprehension . Accordingly, this conclusion strongly supports the
need for the current study and pushes it forward.
3. Most of the previous studies concentrate on the role of the teacher in improving
teaching reading comprehension.
4. All the above studies have the same goal which is to examine the impact of using
differentiated instruction on the reading achievement performance.
5. They all have the same results indicating that teaching via differentiated instruction
had a remarkable positive effect on students’ reading comprehension. This was,
according to those studies, due to the fact that students were taught according to their
interests, preferences and learning profile. For that reason, those studies strongly
recommended the implementation of differentiated teaching.
6. Most of the previous studies have weak tools to collect data , forexample , Gilbert
(2012) used observations and interviews, Welsh (2009) used interviews and the pretest
and posttest and Shirley (2010) used pretest and posttest. However the rest of the
studies forexample , Jocylinn (2012 ), Coar's (2011), Reis et al (2010) and Dunphy's
study (2010) didn't identify the suitable tools. This study includes more tools than the
previous studies did, the researcher used four tools in this study in order to reach
accurate results. This study also uses different differentiated instruction strategies.
7. All of them investigated the reading skill as a whole without specifying what reading
sub-skills they targeted. The current study specified the reading sub-skills.
1.2. The benefits gained from the previous studies

1- The previous studies didn't identify and classify the reading comprehension skills
which benefited the researcher to design a questionnaire of reading comprehension
skills to define them.
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2- Some of previous studies showed that there is an effective correlation between DI
and reading comprehension skills. This benefited the study in consolidating the DI
different strategies and how it contributed to develop the reading comprehension.
3- It is worth admitting that the previous studies were very helpful to the researcher in
conducting this study as they enrich the educational background of the researcher
concerning reading comprehension skills, DI and terms of the study
4. These previous studies are considered a guide for the researcher because they helped
him to design the procedures and steps of the study, and they especially helped in
preparing the the lesson planning.
1.3. This study is characterized by the following:
1- This study concentrates not only on the correlation between DI and reading
comprehension but also on preparing a lesson plan based on DI to develop reading
comprehension skills.
2- As far as the researcher knows, it is the first study to be conducted in the Palestinian
universities, even in the Arab world. which deals with DI and reading comprehension.
3- This study focuses on reading comprehension sub-skills as predicting, drawing new
title, making connections, visualizing, inferring, questioning, summarizing and others.
5- This study identified the reading comprehension skills which suited the Palestinian
students in the light of their levels and the degree of importance for them. This was
achieved by a group of field specialists including supervisors of English language in
addition to highly qualified and long experienced ninth grade teachers.
2. Studies related to differentiated instruction and teaching English language

teaching.
These studies tackled the topic of differentiated instruction and its effectiveness on
different sides of the teaching and learning processes.They differ in the dependent
variables, for example , Alavinia (2012) to investigates the possible effects on
vocabulary learning , Parker (2011 )to close the achievement gap between elementary
English language learners (ELLs) and their English speaking peers, Patricia(2010) to
determine if differentiated instruction had an effect on student achievement , Stavroul
(2012) to investigate the effect of differentiated instruction in mixed ability classes has
on students’ achievement , Mark (2011) to determine if there was a difference between
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student standardized test scores as measured by the North Carolina End-of-Course tests
based on the level of their teachers' use of differentiated instructional strategies.
However, all of the previous studies highlighted in their results the effectiveness of
applying differentiated instruction , for example Mark (2011), Stavroul (2012),
Patricia(2010), Parker ( 2010 ) and Alavinia (2012).
Summary:
The main focus of this chapter was reviewing the related literature of the effect of
differentiated instruction on reading comprehension in particular and English language
teaching in general. In addition, previous studies were reviewed and commented on.
From this literature review, it is evident that the issue of differentiated instruction is still
in need of more research. Nevertheless, there are important implications for the teacher
thinking about implementing a learning strategy based on differentiated instruction. An
effective teacher needs to have a resource bank of different differentiated instruction
strategies to draw on from time to time so that maximum learning for as many students
as possible can be facilitated. In addition, this review of related literature revealed that a
variety of instruments have been used to identify existing preferred learning strategies.
It also showed how the researcher benefited from those studies and how the study is
different from those studies. The next chapter reviews methodology of the study.
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Chapter III
Research Methodology
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Chapter III
Research Methodology
Introduction:
This chapter describes the procedures the research has gone through. It gives a thorough
description of the methodology of the study, the population, the sample, the data
collection tools and the statistical treatment of the findings.
1. Research design:
The researcher attempts the experimental approach where there are two groups of
students, an experimental group and a control one. Both groups are pre-tested, and then
the experimental group is taught reading comprehension through differentiated
instruction while the control group is taught reading comprehension by the traditional
method. The experiment lasted for six weeks from1/2/2013 to -20/3/2013.
2. Sample of the study:

A sample of (70) male students was chosen purposively from New Gaza Prep Boys " c "
where the researcher works as a deputy school principal . The sample of the study was
randomly chosen from the ninth grade classes and divided into two groups,
experimental and control. They were equivalent in their general achievement in
accordance with the statistical treatment of their results in the first term of the school
year (2011-2012). They were chosen from the same school to be equivalent in the
social, cultural, economic and academic levels. A timed pre-test was used to check the
equivalence of reading comprehension skills between the two groups.
Table (4)
Distribution of students
Group Control Experimental
Number 34 36
3. Instrumentation
To achieve the aims of the study, the researcher used three tools: First , he constructed
a questionnaire of the reading comprehension skills in order to choose the most
important skills for ninth graders. After that, the researcher prepared a timed pre-post
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achievement test depending on the most important skills. In addition, he designed a
lesson planning to help teachers and students use differentiated instruction wisely.
3.1. A questionnaire of reading comprehension skills:
3.1.1. The aim of the questionnaire:
This questionnaire aimed at measuring the degree of importance of the reading

comprehension skills for the ninth graders to be used in building the achievement test.
3.1.2. The sources of constructing the questionnaire :
The researcher depended on different sources to construct the questionnaire; A checklist

of the suitable reading comprehension skills, where the referee committee chose 27
skills from the checklist to construct the questionnaire, the researcher's experience,
previous studies and experts' opinions.
3.1.3 Description of the questionnaire

A questionnaire of 27 items was used in this study in order to rate the degree of
importance of the reading comprehension skills. Respondents were asked to rate each
item of the reading comprehension skills as follows: (3) = very important, (2) =
important, (1) = slightly important.
3.1.4 Validity of the questionnaire

3.1.4.1. The Referee Validity / The Content Validity
To test the validity of the questionnaire, the researcher administered this tool to a group
of specialists to be refereed; including professors of teaching methodology, supervisors
of English language and highly qualified and long experienced ninth grade teachers
taking their valuable notes into consideration. Once the panel of referees agreed that the
questionnaire was a valid instrument, the researcher applied it.
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3.1.5. The application of the questionnaire
The questionnaire was applied on a group of English Language professors ,

supervisors and expert teachers to rate the degree of importance of the reading
comprehension skills for the ninth grade. After that, relative weight was calculated and
the most important skills were chosen which got (more than 85%) in order to be
included in the achievement test. The most important skills according to the results of
the questionnaire were:
Table (5)
The most important skills
No. Skills Relative weight
1 skimming (reading for general understanding) 95%
2 scanning (reading for specific information) 90%
3 Making inferences about reading text. 96%
4 Guessing meaning from context 87%
5 Making predictions about reading text 90%
4.2. Achievement test. (Pre & post test)
A timed pre-post achievement test was prepared by the researcher to measure the
students' achievement in reading comprehension skills. It was used as a pre test, applied
before the experiment and as a post test, applied after the experiment. It was timed test.
As the researcher thorough review of literature of the subject , he realized that many
studies assure that there is a strong relation between reading comprehension and time
pressure . It is important to say that the sub-skills under investigation were skimming,
scanning, Make inferences about reading text, Guessing meaning from context and
Make predictions about reading text. Thus the researcher after consulting many
professors decided to put a timed test. In order to find exactly the effectiveness of
differentiated instruction on developing reading comprehension skills.
4.2.1. The general aim of the test:
The test aimed at measuring the effectiveness of using differentiated instruction strategy
on developing ninth graders' English reading comprehension skills at Gaza UNRWA
schools.
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4.2.2. The specific objective of the test:
Here are some specific objectives of the test which all aims at developing the following
reading skills:
1- skimming (reading for general understanding)
2. scanning (reading for specific information
3. Make inferences about reading text.
4. Guessing meaning from context
5. Make predictions about reading text
4.2.3. The Source of Constructing the Test:

The researcher depended on some resources to construct the test such as: his own
experience as a teacher of English for more than ten years, and as a deputy school
principal for ten years ,the review of literature, supervisors and expert teachers'
opinions, the results of the analysis of the reading comprehension lessons in the
textbook and the result of reading comprehension skills questionnaire.
4.2.4. The items of the test:
One reading comprehension passage was used in the test. The passage was selected
from grade nine Students' Book (English For Palestine 9), which is taught in the
Palestinian schools .The passage talks about the Importance of Plant Life. It was
selected from the reading text in Unit 9, Lesson 3&4 page 54. The text has 180 words.
Students didn’t study this text and they didn’t have prior knowledge or feedback about
it. The items used in each question were equal in weight. These questions were
constructed according to the table of specification which was designed according to the
general objectives of teaching reading comprehension skills and the relative weight of
the skills in the degree of importance Questionnaire. The concentration was on the skills
which took more than 85% in the relative weight. The same test was carried out after
the six week intervention. Results of the pre and post test were recorded, statistically
analyzed and compared. The items of the test are distributed as follows:
Question 1 is a multiple-choice exercise in which students choose the right answer

from (a – b – c). It consists of two items. The purpose was to measure the students'
ability to
116
predict the events throughout reading ( Prediction).
Question 2 is a matching exercise where students are asked to read the passage and
match the sentences with the right paragraph. It consists of six items . It was designed to
measure students' ability of scanning through out reading ( skimming ).
Question 3 is miscellaneous one where studens were asked to scan the text for different
purposes The question has six items. It was designed to measure students' ability to
Make inferences about reading text throughout reading (scanning).
Question 4 is a multiple-choice exercise in which students choose the right answer from
(a – b – c). The question consists of three items( Guessing meaning from context ).
Question 5 is a multiple-choice exercise in which students choose to Infere meaning
from context ).
4.2.5. Instructions of the Test (for students)
The instructions were given to students by their teacher. They had to tell students that
the test was designed for a scientific research purpose and it had nothing to do with their
marks.
4. The pilot study :
The test was applied on a random sample of (34) students; from New Gaza Prep Boys
School. The results were recorded and statistically analyzed to measure its validity and
reliability. Moreover, it was used to define the suitable time for each question. The
items of the test were modified in the light of the statistic results.
4.2.6. The Experimentation of the Test:
The test was applied on a random sample of (34) students; from New Gaza Prep. "C"
Boys' School. The results were recorded and statistically analyzed to measure its
validity and reliability. The items of the test were modified in the light of the statistic
results. The clarity of the questions was checked. The misleading items were also
modified. Moreover , the test was applied on a random sample of (34) students to decide
the time suitable for each question. As the researcher mentioned before , he puts
assigned time for each question .The researcher put every question of the test in a sheet
of paper and told the students of the definite time for each question. With a stop watch ,
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whenever the time for each question is finished , students turn over the next page.
Moreover, this trial application helped in estimating the time needed for answering the
questions .
Table (6)
The skills and the suitable time for every question:
Question Major Skill Number of Marks suitable time
Number items
1 prediction 2 2 5
2 Skimming 6 6 13
3 scanning 6 6 14
Guessing meaning
4 3 3 11
from context
5 Inference 3 3 9
Total 20 20 52 minutes
4.2.7. Item Analysis of the Test:

This step aimed to check both the validity and the reliability of the test according to the
trial application. The following steps were adopted for that:
4.2.7.1. Validity of the Test:

Mackey and Gass ( 2005:107) states " Content validity refers to the representativeness
of our measurement regarding the phenomenon about which we want information ". Al
Agha (1996: 104) states that valid test is the test that measures what it is designed to
measure. The study used the content validity and the internal consistency validity .
4.2.7.1.1 . The Content Validity:

The researcher used the content validity , the test was introduced to a group of
specialists including professors of teaching methodology, supervisors of English
language in addition to highly qualified and long experienced ninth grade teachers.
(Appendix 5) Taking their valuable remarks into consideration, the items of the test
were modified according to their recommendations.
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4.2.7.1.2. The internal consistency validity
Al Agha (1996: 121) mentioned that the internal consistency validity indicates the
correlation of the average of the domains with the test as a whole. This validity was
calculated by using ( Pearson Formula). According to Table (4), the correlation
coefficient of each item of the test with the test as a whole was significant at levels
(0.01) and (0.05). According to the following tables, it can be concluded that the test is
highly consistent and valid as a tool for the study
Table (7)
Correlation coefficients of the items of the test with total mark
.
Item Correlation with sig
domain
1. 0.603 0.000
2. 0.528 0.001
3. 0.484 0.004
4. 0.460 0.006
5. 0.630 0.000
6. 0.795 0.000
7. 0.495 0.000
8. 0.550 0.001
9. 0.640 0.000
10. 0.590 0.000
11. 0.543 0.001
12. 0.083 0.003
13. 0.416 0.014
14. 0.690 0.000
15. 0.556 0.001
16. 0.476 0.004
17. 0.660 0.000
18. 0.414 0.015
19. 0.528 0.001
20. 0.670 0.000
* Correlation Coefficient (r) is significant < 0.05
** Correlation Coefficient (r) is significant < 0.01
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As shown in table (7 ) all of the items had good levels of validity. Correlation
Coefficient for the items ranged between(0.414, 0.670 ) and significant at (0.05). So, it
can be concluded that the test is highly valid to be used as a tool for the study.
Table (8)
Correlation coefficients of the items of the test with domain
.
Domaim Item Correlation with sig
domain
1 0.720** 0.000
Making predictions about reading text
2 0.654** 0.000
skimming (reading for general 1 0.407* 0.017
understanding)
2 0.612** 0.000
3 0.583** 0.000
4 0.382* 0.026
5 0.507* 0.000
6 0.881** 0.000
1 0.891** 0.000
2 0.390* 0.022
scanning (reading for specific 3 0.397* 0.020
information 4 0.494* 0.003
5 0.631** 0.000
6 0.720** 0.000
Guessing meaning from context 1 0.540** 0.000
2 0.837** 0.000
3 0.508** 0.002
Making inferences about reading text 1 0.540** 0.001
2 0.601** 0.000
3 0.755** 0.000
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As shown in table (8 ) all of the items had good levels of validity. Correlation
Coefficient for the the skills ranged between(0.382 , 0.891 ) and significant at (0.05).
So, it can be concluded that the test is highly valid to be used as a tool for the study.
4.2.7.1.3. Structural consistency

In addition, the researcher estimates the correlation coefficient between each skill and
and the total mark of the test as shown in table(5)
Table (9)
Correlation Matrix between each domain and the Total Marks
Question Major Skill Number Correlation of domains Sig

Number of items with the test
1 prediction 2 0.422* 0.015

2 Skimming 6 0.589** 0.000
3 scanning 6 0.451* 0.001
4 Guessing meaning 3 0.660** 0.000
from context
5 Inference 3 0.647** 0.000
Total 20
According to Table (9), all of the skills had a good degree of Structural consistency
validity with total score .The correlation coefficient of each skill ranged from (0.422 )
to ( 0.660) and significant at (0.01) and (0.05) .So, it can be concluded that the test is
highly consistent and valid to be used as a tool of the study.
4.2.7.2.Reliability of the test :
Mackey & Gass (2005:366) states that reliability is the degree to which there is
consistency of scores students would receive on alternate forms of the same test. In
other words, the test is reliable when it gives the same results if it is reapplied in the
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same conditions. The reliability of the test was measured by the Spilt-half and (KR20)
Techniques. (Mackey & Gass, 2005: 364) A test is regarded reliable when it gives
similar results if it is administered twice within similar conditions The researcher
computed the reliability of the test by the following :
4.2.7.2.1. Kuder-Richardson (K_R20):
(K_R20) depends on calculating the percentages of the correct answers to the test items,
and also on the variance of every item.
4.2.7.2.2. Split Half Method:

It depends on splitting the test into two parts, and calculating the correlation between
the parts, then making a correction for the correlation coefficient by Spearman–Brown
Prophecy Formula . Table (9) describes (K_R20) and split half coefficients for the test
domains:
Table (10)
(K_R20) and split half coefficients for the test domains:
Test Domains Number (K_R20) Split Half Spearman–
of items coefficient coefficient Brown
Making predictions about 2 0.673 0.540 0.701
reading text
skimming (reading for 6 0.760 0.518 0.682
general understanding)
scanning (reading for specific 6 0.840 0.530 0.692
information
Guessing meaning from 3 0.675 * 0.526‫ﻓﺮدﯾﺔ‬ 0.698
context
Making inferences about 3 0.735 * 0.433 ‫ﻓﺮدﯾﺔ‬ 0.604
reading text ‫ﺟﺘﻤﺎن‬
Total 20 0.728 0.640 0.780
* Gutmann equation used (unequal – length).
It seems from table ( 10 ) that the 20 items of the test where the value of (K-20) was
(0.728) which indicates that the test was highly reliable to be used as a tool in the study.
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Moreover the value of Split Half coefficient (0.640 ) and Spearman–Brown (0.780) is
high and that strengthen the reliability of the test.
5. Difficulty Coefficient:
That means that the percentage of the falling student to the total student who answered
the test. Table (10) shows that the difficulty coefficient ranges between (29.4 – 70.58)
with total average (53.36), that means each item is acceptable or in the normal limit of
difficulties according to the view point of assessment and evaluation specialists.
6. Discrimination coefficient:
That means that the test is able to differentiate between the high students and the low
achievers. The discrimination coefficient according to table (10 )wobble between
(33.33-62.66) with total average (49.34), that means each item of the test is acceptable
or in the normal limit of discrimination according to the view point of assessment and
evaluation specialists.
Table (11)
Difficulty and Discrimination coefficient for each items of the test
Item Difficulty coefficient for Discrimination coefficient for

each items of the test each items of the test
1 44.12 58.33
2 29.41 50.00
3 44.12 41.66
4 61.76 58.33
5 61.70 42.82
6 38.24 41.66
7 67.65 58.85
8 50.00 45.25
9 55.88 45.66
10 55.85 45.66
11 41.18 33.33
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12 50.00 41.66
13 70.64 50.85
14 50.00 45.66
Item Difficulty coefficient for Discrimination coefficient for
each items of the test each items of the test
15 50.00 55.20
16 63.52 50.00
17 68.00 55.66
18 65.20 55.65
19 70.58 60.62
20 29.41 50.00
Total 53.63 49.34
7. Description of students:
The students participated in this study were all in grade nine aged nearly 14 years.
Therefore, all had an 8-year experience of learning English. Additionally, the majority
was from a very similar cultural, social and economic background.
7.1. Controlling the variables

To assure the results accuracy and avoid any possible external interference, the
researcher tried to control the following variables before the study:
7.1.1. Age Variable:
The researcher recorded the students' ages from the school's files at the beginning of the
school year (2012-2013). The means and the standard deviations were calculated for
each group, and then T-test was used to measure the statistical differences. Table (8)
shows the comparison between the two groups of the sample concerning the age
variable.
124
Table (12)
Groups Equivalence in Terms of Age
Domain Group N Mean S.D Tvalue Pvalue/sig Sig
value
Age Experimental 36 14.9 0.674 0.963 0.339 Not Sig

Control 34 14.7 0.721
.t. table value at (68) d f. at (0.05) sig. level equal 1.66
According to table (12) the computed (t) value, (0.963) is less than the table (t) Values
(1.66). This shows that there is no significant difference between the control and the
experimental groups in terms of their ages. Thus they are nearly from the same age.
7.1.2. Variable of general achievement in English language:
To emphasize the equivalence of both groups: the experimental and the control in the
general achievement in English language, T-test was used to measure the statistical
differences between the two groups. The study depended on the total average of the
sample member's achievement in the first term English exam of schoolistc year (2012-
2013) (9th grade) that was recorded from the school's files
Table (13)
Groups Equivalence in Terms of Last-Year English Test Marks
Domain Group N Mean S.D Tvalue Pvalue Sig
English Experimental 36 8.88 2.19 0.111 0.912 Not sig

marks Control 34 8.82 2.16
Table (13) shows that the computed ( t ) value, (0.111), is less than the table ( t )
value(1.66). This shows that there is no significant difference between the control and
the experimental group in terms of their English marks of the first semester final exam
2012/2013.In other words , both groups are equivalent in terms of their achievement in
English language.
125
7.1.3. Reading comprehension skills variable:
To make sure the equivalence of both groups in the previous learning of reading
comprehension skills, the study applied the pre-test. T-test was also used to show the
means and the standard deviation of each group in reading comprehension skills in
previous learning. Table (14) shows the results
Table (14)
Groups Equivalence in Terms of the Pre-Test Marks
Skill Group N Mean S.D Tvalue Pvalue Sig
Making predictions Control 34 1.26 0.665 0.668 0.506 Not

about reading text Experimental 36 1.16 0.560 Sig
skimming Control 34 2.26 0.790 -0.996 0.323 Not
Experimental 36 2.47 0.940 Sig
scanning Control 34 3.08 1.08 0.454 0.651 Not
Experimental 36 2.97 1.05 Sig
Guessing meaning Control 34 1.29 0.759 0.386 0.701 Not
from context Experimental 36 1.22 0.796 Sig
Making inferences Control 34 0.97 0.758 -0.312 0.756 Not
about reading text Experimental 36 1.02 0.774 Sig
Table (14) shows that each computed ( t ) value of each skill is less than the table t
(1.96) values. This indicates that there is no significant difference between the control
and the experimental groups in terms of their marks in the pre test. Thus, both groups
are equivalent in terms of their strengths in English reading comprehension. According
to the tables above (11, 12 and 13), both groups are proved to be equivalent before
implementing the experiment on the experimental group.
126
7.1.4.The teacher variable
Both groups were taught by the same teacher. This was to prevent any other factors
related to the difference in the teachers from affecting the results. The researcher held
educational meetings with teachers about the topic , after that he chose a teacher who is
experienced with teaching grade nine .
7.1.5.Time Variable
Both groups received six-week instruction. The control group was taught traditionally;
that is, students read silently to answer questions. The experimental group was taught
through the use of differentiated instruction.
8. Lesson Planning:
The teacher prepared a lesson planning that can help teachers to apply the differentiated
instruction. This lesson planning contains four units : (9,11,12,14) It defines suggested
steps which should be followed for the sake of efficient application of differentiated
instruction. Moreover , it contains the following :
1. The suitable strategy or strategies for each lesson , for example, Student Team
Achievement Division or multiple intelligences theory or think pair and share.
2. The aims of the lesson with UKD stands for Understand, Know, Do
3. Differentiated instruction details.

4. Some information about students to be used as a pre assessment or teacher can use
differentiation based on students'
1. Readiness
2. Interests
3. learning profile
4. learning environment
5. What the teacher should differentiate :

1. content
2. process
3. product
4. Learning environment
127
6. The suitable Differentiated Instruction strategies used.
7. Audio /visual aids .
The lesson plan of each lesson specifically explained and clarified the actual classroom
procedures and activities that took place among the elements of the classroom
environment such as a teacher, students, books and teaching-learning aids. It also
identified the roles each element had to do and organized the time among the activities.
The lesson plan enabled the teacher to move smoothly from one activity to another. All
these can be effectively accomplished with the help of the teacher’s book.
9. Procedures
The study is progressing according to the following steps:

1- Reviewing literature and previous studies related to differentiated instruction to
improve reading comprehension skills.
2- Deciding on the instruments of the study: A questionnaire of reading comprehension
skills to decide the degree of importance, a timed achievement test (Pre& post-test).
3- Identifying the reading comprehension skills appropriate for the ninth graders.
7- Designing a questionnaire of reading comprehension skills and introducing it to
specialists, including professors of teaching methodology, supervisors of English
language and long experienced teachers who have long experience in teaching ninth
graders to decide the degree of importance of these skills to nine graders.
8- Checking the validity and the reliability of the questionnaire.
9- Apply the questionnaire and recording the results to be used in building the
achievement test.
10- Designing the lesson planning which is based on differentiated instruction to
develop reading comprehension skills through:
b- Preparing lessons based on differentiated instruction
c- Deciding strategies and activities for differentiated instruction.
d- Managing time lessons, activities, tests and so on.
11- Preparing the achievement test (pre and post-test).
12- Checking the validity and the reliability of the test through the following:
a- Consulting the specialists.
b- Applying the test on a pilot sample who have the same characteristics of the study
sample and the results are recorded.
128
c- Finding out the internal consistency coefficient using "Pearson formula".
d- Estimating the reliability using Alpha "Cronbach formula".
e- Identifying the difficulties and the discriminations of the test.
13- Choosing the sample of the study that includes the experimental group and the
control one.
14- Applying the pre-test on the sample of the study and computing the results.
15- Implementing the experiment
16- Applying the post-test on the sample of the study.
17- Analyzing and interpreting the results.
18- Presenting the suggestions and the recommendation in the light of the study
findings.
10. Statistical treatments:

The data was collected and computed by using (SPSS), Spearman correlation, KR 20,
Spilt-half Techniques which were used to confirm the test validity and reliability. T-test
Independent Sample was also used to measure the statistical differences in means
between the experimental and control groups. Moreover , Effect Size Technique was
used to show the extent of effect on the experimental group.
129
Chapter IV
Results: Analysis of data
130
Chapter IV
Results: Analysis of data
The study aimed at examining the effect of a differentiated instruction on developing

English reading comprehension skills .This chapter tackles the procedures, the findings
and results of the study in regard with the research questions. The researcher used
different statistic forms using the statistical program (SPSS) to show the final data
results. Tables were also used to clarify and present these data with analysis and
interpretation.
The Results
The study aimed at examining the effect of using differentiated instruction on Ninth
graders' English reading comprehension skills. The researcher used four tools in order to
collect data: a reading comprehension skills questionnaire, an achievement test, and a
lesson planning. This chapter tackles the procedures, the findings and results of the
study regarding the research questions and hypotheses. The researcher used different
statistic forms using the statistical program (SPSS) to show the final collected data
results. Tables were also used to clarify and present these data with analysis and
interpretation.
1. Answer of the first question.

The first question is stated as follows:
In this study the first research question investigated the suitable differentiated instruction
strategies for teaching reading skills.To answer this question the researcher has gone
through a difficult period . Through thorough review of literature about the topic , the
researcher noticed that , neither researchers in Gaza, nor in Palestine have done a study
tackling this topic. Due to that, the researcher depended mainly on his experience and
on previous studies to choose the previously mentioned strategies. As Tomlinson
mentioned before , there is no strict formula or strategy to be used .Thus the choice of
the best strategy depends on many conditions. In addition , the researcher conducted
educational meetings with the teachers in school , and asked them to choose the suitable
strategies for teaching reading skills for grade nine through differentiated instruction..
131
Answer of the second question.
2. The second question is stated as follows:
What are the suitable reading comprehension skills for ninth graders?
To answer this question the researcher developed a questionnaire to decide the most
important or suitable reading comprehension skills for grade nine students. A
questionnaire of 27 items was used in this study in order to rate the degree of
importance of the reading comprehension skills. The researcher depended on different
sources to construct the questionnaire; the researcher's experience, previous studies and
experts' opinions.The questionnaire was applied on a group of English Language
professors , supervisors and expert teachers to rate the degree of importance of the
reading comprehension skills for the ninth grade. After that, relative weight was
calculated and the most important skills were chosen which got (more than 85%) in
order included in the achievement test.Table (5) shows the most important skills as
indicated from the questionnaire.
3. Results of the first hypothesis

The first hypothesis is stated as follows:
1- There are no statistically significant differences at (α ≤ 0.05) between the
performance of the control group and that of the experimental one in relation to
‘skimming’ in the post test.
To examine this hypothesis, means and standard deviation of both groups' results on the
post-test were computed. Independent Samples T-test was used to measure the
significant differences.
Table (15)
T-test result of differences between the experimental group and the control in the post-
test
Skill Group N Mean S.D T-test Sig level η 2 Effect
skimming Experimental 36 4.63 1.07 8.30 0.000 0.50 large

Control 34 2.52 1.05
132
Table (15) indicates that the (t) computed value, (8.30) is larger than the (t) table value,
(1.66), in the post test. This means that there were significant differences at (α= 0.05)
between the experimental group and the control one in relation to skimming, favoring
the experimental group. There is also a significant difference between the means of both
groups in favour of the experimental group. Whereas the mean of the control group was
(4.63), the mean of the experimental group was ( 2.52)
To show the size of the effect on the experimental group achievement in the reading
comprehension skills in relation to skimming , the researcher applied the "Effect Size"
technique depending on the following criterion of (Afana, 2000:38) Implementing the
above mentioned equation of the effect size, the researcher found that the effect size, as
shown in the table (11), is (0.50)which is a large effect. This large effect could be
attributed to the application of differentiated instruction strategies , which aimed at
developing reading comprehension skills.
Size effect indicator

Test Effect size
Small Medium Large
η2 0.01 0.06 0.14
The finding of examining this hypothesis was in agreement with the findings of the
studies of Gilbert (2012), Coar's (2011), Dunphy's study (2010), Flaherty (2010),
McCullough (2010), Reis et al (2010) and Welsh (2009) , though they did not specify
the reading skills they targeted. ‘Skimming’ was thought to be implicitly targeted.
4. Results of the second hypothesis

The second hypothesis is stated as follows:
There are no statistically significant differences at (α ≤ 0.05) between the
performances of both groups in relation to ‘scanning’ in the post test
133
Table (16)
test
Scanning Experimental 36 4.13 1.15 4.10 0.000 0.19 large

Control 34 3.17 0.757
Table (16) indicates that the (t) computed value,( 4.10) is larger than the (t) table value,
(1.66) in the post test. This means that there are significant differences at (α= 0.05)
between the experimental group and the control one in relation to scanning’ favouring
the experimental group. There was also a significant difference between the means of
both groups in favour of the experimental group. Whereas the mean of the control group
was (4.13) the mean of the experimental group is( 3.17).
To show the extent of the effect on the experimental group achievement in the reading
comprehension skills in relation to scanning , the researcher applied the "Effect Size"
technique .Implementing the effect size, the researcher found that the effect size is
(0.19) and this is a large effect. This large effect could be attributed to the application of
differentiated instruction strategies , which aimed at developing reading comprehension
skills.
5. Results of the third hypothesis

The third hypothesis is stated as follows:

134
Table (17)
test
inferences’ Experimental 36 2.41 0.996 6.48 0.000 0.38 large

Control 34 1.00 0.816
Table (17) indicates that the (t) computed value,( 6.48, )is larger than the (t) table value,
(1.66) in the post test. This means that there are significant differences at (α= 0.05)
between the experimental group and the control one in relation to inferences’ favouring
the experimental group. There is also a significant difference between the means of both
groups in favour of the experimental group. Whereas the mean of the control group
was( 2.41) the mean of the experimental group was( 1.00 )
comprehension skills in relation to inference , the teacher applied the "Effect Size"
technique
Implementing the above mentioned equation of the effect size, the researcher found that
the effect size(0.38) which is a large effect. This large effect could be attributed to the
application of differentiated instruction strategies , which aimed at developing reading
comprehension skills.
6. Results of the fourth hypothesis

The fourth hypothesis is stated as follows:

performances of both groups in relation to ‘guessing meaning from context’ in the
post test?
135
Table (18)
test
Skill Group N Mean S.D T-test Sig level η2 effect
guessing meaning Experimental 36 2.16 0.696 4.20 0.000 0.20 large

from context’ Control 34 1.44 0.746
Table (18) indicates that the (t) computed value,( 4.20) is larger than the (t) table value,
(1.66) in the post test. This meant that there are significant differences at (α= 0.05)
between the experimental group and the control one in relation to guessing meaning
from context’ favouring the experimental group. There is also a significant difference
between the means of both groups in favour of the experimental group. Whereas the
mean of the control group is (2.16) the mean of the experimental group is (1.44).
comprehension skills in relation to guessing meaning from context’, the teacher applied
the "Effect Size" technique .Implementing the above mentioned equation of the effect
size, the researcher found that the effect size (0.20) which is a large effect. This large
effect could be attributed to the application of differentiated instruction strategies ,
which aimed at developing reading comprehension skills.
7. Results of the fifth hypothesis

The fifth hypothesis is stated as follows:
There are no statistically significant differences at (α ≤ 0.05) between the performances
of both groups in relation to ‘prediction ’ in the post test?
136
Table (19)T-test result of differences between the experimental group and the control in
the post-test
Skill Group N Mean S.D T-test Sig η2 Effect
level
prediction Experimental 36 1.72 0.614 2.99 0.004 0.11 medium
Control 34 1.26 0.665
Table (19) indicated that the (t) computed value,( 2.99) was smaller than the (t) table
value, (1.66) in the post test. This means that there are significant differences at (α=
0.05) between the experimental group and the control one in relation to prediction
favoring the experimental group. There is also a significant difference between the
means of both groups in favor of the experimental group. Whereas the mean of the
control group is (1.26) the mean of the experimental group is (1.72)
comprehension skills in relation to prediction, the researcher applied the "Effect Size"
technique .Implementing the above mentioned equation of the effect size, the researcher
found that the effect size(0.11) which is a medium effect. This medium effect could be
attributed to the application of differentiated instruction strategies , which aimed at
developing reading comprehension skills.
8. Summary
After analyzing the data of the test statistically, It is obvious that there are significant
differences in developing the reading comprehension skills between students in the
experimental group and their counterparts in the control one in favor of the
experimental group. The results of the study indicated that students in the experimental
group were more aware of the reading comprehension skills. In addition, the students
who studied reading through differentiated instruction became more successful in
answering the reading comprehension questions specially under pressure. Because
When students and teachers work together to find out about readiness, learning
preferences and interests, students come to know themselves better and that leads them
to become more independent, and when they work as responsible members of a
community, respecting and affirming the diversity of others, discipline problems
decrease and achievement is improved.
137
Chapter V
Findings, Discussion, Conclusions,
Implication and Recommendations.
138
Introduction:
This chapter tackles the results of the study. It summarizes the conclusions that were
documented in the light of the study results. Some pedagogical implications are
documented as well. The researcher also provides some recommendations which can be
beneficial for curriculum designers, educators, teachers and researchers because they
can help improve the teaching-learning process in Gaza Strip.
1. Findings:
The findings can be summarized as follows:
1- The findings of question one indicated that , there were statistically significant
differences at (α ≤ 0.05) between the performance of the control group and that of the
experimental one in relation to ‘skimming’ in the post test. favoring the experimental
group with a large effect size.
2. The findings of question one indicated that , there were statistically significant
experimental one in relation to ‘scanning ' in the post test. favoring the experimental
experimental one in relation to ‘inferences’ in the post test. favouring the experimental
experimental one in relation to ‘guessing meaning from context’ in the post test.
favouring the experimental group with a large effect size.
experimental one in relation to ‘prediction in the post test. favouring the experimental
139
It's clear that all the previous findings confirms the effectiveness of using differentiated
instruction on developing English reading comprehension skills.
2. Discussion:
The current study aimed at examining the effect of a using differentiated instruction
strategies on developing ninth graders' reading comprehension skills , namely making
predictions about reading text , scanning, scanning, guessing meaning from context and
making inferences about reading text. To achieve this aim, the researcher adopted the
experimental approach where there were two equivalent groups: the experimental and
the control groups. The population of the study was all ninth graders in the west Gaza
educational area . Seventy students were chosen purposively from New Gaza Prep Boys'
"C" to be the sample of the study. One of them was treated as an experimental group
consisting of 36 students; and the other was treated as a control group consisting of 34
students. Both groups were proved to be equivalent in terms of age, general English
achievement and English Reading comprehension skills achievement. The researcher
used three tools in order to collect data: A questionnaire, an Achievement test (pre &
post test), and a lesson planning.
3. Interpretation of the first question:
In this study the first research question investigated the suitable differentiated instruction
strategies for teaching reading skills.To answer this question the researcher has gone
through a difficult period . Through thorough review of literature about the topic , the
researcher noticed that , neither in Gaza, nor Palestine have done a study tackling this
topic. Due to that, the researcher depended mainly on his experience and on previous
studies to choose the previously mentioned strategies. As mentioned before , there is no
strict formula or strategy to be used in DI.Thus the choice of the best strategy depends
on many conditions. In addition , the researcher conducted educational meetings with
the teachers in school , and asked them to choose the suitable strategies for teaching
reading skills for grade nine through differentiated instruction..
140
4. Interpretation of the second question:
In this study the second research question investigated the suitable reading comprehension
skills for ninth graders. To answer this question, the researcher developed a
questionnaire to decide the most important or suitable reading comprehension skills for
grade nine students. A questionnaire of 27 items was used in this study in order to rate
the degree of importance of the reading comprehension skills. The researcher depended
on different sources to construct the questionnaire; A checklist of the suitable reading
comprehension skills, whereas the referee committee chose 27 skills from the checklist
to construct the questionnaire, the researcher's experience, previous studies and experts'
opinions.
The questionnaire was applied on a group of English Language professors ,

supervisors and expert teachers to rate the degree of importance of the reading
comprehension skills for the ninth grade. After that, relative weight was calculated and
the most important skills were chosen which got (more than 85%) in order to be
included in the achievement test. Table (5) shows the most important skills as indicated
from the questionnaire.
5. Interpretation of the third question:
The researcher investigated the third question which examined if there were
statistically significant differences at (α ≤ 0.05) between the performance of the
control group and that of the experimental one in relation to ‘skimming’ in the
post test.
The findings of the third question indicates that the (t) computed value, (8.30) is larger
than the (t) table value, (2.37), in the post test. This meant that there were significant
differences at (α= 0.05) between the experimental group and the control one in relation
to skimming, favoring the experimental group. There was also a significant difference
between the means of both groups in favour of the experimental group. Whereas the
mean of the control group was (4.63), the mean of the experimental group was ( 2.52)
Moreover the value of the effect size as indicated before was large effect. This large
141
which aimed at developing reading comprehension skills. The researcher observed that
the students were motivated specially shy students when doing an activity through DI.
Furthermore, students were asking most of the time ,as they feel that they are doing
something themselves in other words they take part in their learning. That means that DI
was able to develop reading comprehension skills. The previously mentioned finding
are in agreement with the findings of all the previous studies such as: Gilbert (2012) ,
Welsh (2009) , Shirley (2010), Jocylinn (2012 ), Coar's (2011), Reis et al (2010) and
Dunphy's study (2010) which showed significant improvement in students’ reading
comprehension.
6. Interpretation of the fourth question:
The researcher investigated the fourth question which examined if there were
statistically significant differences at (α ≤ 0.05) between the performance of the
control group and that of the experimental one in relation to ‘scanning in the post
test.
The findings of the fourth question indicated that the (t) computed value ( 4.10) was
larger than the (t) table value, (1.66) in the post test. This meant that there were
significant differences at (α= 0.05) between the experimental group and the control one
in relation to scanning’ favouring the experimental group. There was also a significant
difference between the means of both groups in favour of the experimental group.
Whereas the mean of the control group was (4.13) the mean of the experimental group
was( 3.17).
Moreover the value of the effect size as indicated before was large effect . This large
which aimed at developing reading comprehension skills. This result could be because
of the anxiety and happiness students feels when working in DI class .They work in the
team work spirit , they also are well managed in class .In addition, students begin
scanning texts in a new way with the newly applied strategies of DI. The finding of this
hypothesis is in agreement with the findings of all the previous studies such as: Gilbert
(2012) , Welsh (2009) , Shirley (2010), Jocylinn (2012 ), Coar's (2011), Reis et al
(2010) and Dunphy's study (2010) which showed significant improvement in students’
reading comprehension.
142
7. Interpretation of the fifth question:
The researcher investigated the fifth question which is if there were any
statistically significant differences at (α ≤ 0.05) between the performances of both
groups in relation to ‘inferences’ in the post test
The findings indicated that the (t) computed value,( 6.48, )was larger than the (t) table
value, (1.66) in the post test. This meant that there were significant differences at (α=
0.05) between the experimental group and the control one in relation to inferences
favouring the experimental group. There was also a significant difference between the
means of both groups in favour of the experimental group. Whereas the mean of the
control group was( 2.41) the mean of the experimental group was( 1.00 )
Moreover the researcher found that the effect size as indicated before was a large effect.
This large effect could be attributed to the application of differentiated instruction
strategies , which aimed at developing reading comprehension skills. This could be
attributed to the enthusiasm and the safe and simulating atmosphere in which students
learn and interact .Such an atmosphere is available when applying DI activities . That
finding is in agreement with the findings of all the previous studies such as: Gilbert
(2012) , Welsh (2009) , Shirley (2010), Jocylinn (2012 ), Coar's (2011), Reis et al
(2010) and Dunphy's study (2010) which showed significant improvement in students’
reading comprehension
8. Interpretation of the sixth question:
The researcher investigated the sixth question which examined if there were
groups in relation to ‘guessing meaning from context’ in the post test?
The findings indicated that the (t) computed value,( 4.20) was larger than the (t) table
0.05) between the experimental group and the control one in relation to guessing
meaning from context’ favouring the experimental group. There was also a significant
difference between the means of both groups in favour of the experimental group.
143
Whereas the mean of the control group was (2.16) the mean of the experimental group
was (1.44).
In addition, the researcher found that the effect size as indicated before was large effect.
This large effect could be attributed to the application of differentiated instruction
strategies , which aimed at developing reading comprehension skills. The researcher
can say that , when applying DI in a class , No child left behind is achieved in the
ground; all the students work and participate eagerly and happily in such activities .As
a result their reading comprehension skills inevitably will be developes and that what
happened exactly in this study.There are many studies which findings are in agreement
with the finding of this study such as : Gilbert (2012) , Welsh (2009) , Shirley (2010),
Jocylinn (2012 ), Coar's (2011), Reis et al (2010) and Dunphy's study (2010) which
showed significant improvement in students’ reading comprehension
9. Interpretation of the seventh question:
The researcher investigated the sixth question which examined if there were
groups in relation to ‘prediction ’ in the post test
The findings indicated that the (t) computed value,( 2.99) was smaller than the (t) table
0.05) between the experimental group and the control one in relation to prediction
favoring the experimental group. There was also a significant difference between the
means of both groups in favour of the experimental group. Whereas the mean of the
control group was (1.26) the mean of the experimental group was (1.72)
Moreover ,the researcher found that the The effect size as indicated before was large
effect. This large effect could be attributed to the application of differentiated
instruction strategies , which aimed at developing reading comprehension skills. This
could be because students who learn through DI begin using their full potential and
abilities.They want to achieve any thing – success leads to more success.They begin
developing their prediction skill quickly specially under time pressure. Studies of
Gilbert (2012) , Welsh (2009) , Shirley (2010), Jocylinn (2012 ), Coar's (2011), Reis et
144
al (2010) and Dunphy's study (2010) which all showed significant improvement in
students’ reading comprehension are in accordance with the finding of this study.
Beside the previous findings and interpretations .And after six weeks of intervention
and teaching students with differentiated instruction strategy .Within this period the
researcher and the teacher who applied the experiment trains the students to work under
time pressure ( with certain time for each activity) .As many studies such as Walczyk,
J. et al(1999) , Breznitz, Z., & Share, D. (1992) , Iwahori, Y. (2008) , Macalister, J.
(2008) and Chang, A.(2008) indicates the strong relation between time and developing
reading comprehension and speed. Thus the researcher while using DI in developing
reading comprehension skills , he connects that with time pressure .Thus , in the post
test , he puts time for each skill that is different from the time in the pre test. As the
results of this study indicates that there is effect of DI on reading comprehension skills
with the newly defined time. The following table indicates the new time .
Table (20)
the skills and the suitable time for every question in the post test:
Question Major Skill Number of Marks Time suitable
Number items
1 Prediction 2 2 4
2 Skimming 6 6 12
3 Scanning 6 6 13
Guessing meaning
4 3 3 9
from context
5 Inference 3 3 8
Total 20 20 46 minutes
Moreover, as the researcher's main aim to find the effect of using differentiated
instruction strategy on developing ninth graders' English reading comprehension skills ,
he uses different tools to test the effect .It's clear that from the previously mentioned
discussion of the results , there is an effect of DI on developing reading comprehension
skills. Beside that the researcher uses his observation and set some questions to be
asked to certain students ( five low achievers students and five high achievers) .Frankly
speaking , the responds of the students also indicate that applying DI in class not only
145
affects achievement but also creates a safe and simulating atmosphere in class. Here are
some of the –side effects of DI- according to the interviews with students .
All the students agree that they have a sense of responsibility and achievement; they are
not hesitant to participate even they began to quarrel to answer some questions ,shy
students are no more available; they have positive chaos in class , they participate and
they can keep discipline in the same time. Moreover, DI affects positively their relation
with each other they live in a team work class , all of them are winners ; this is due to
some of DI strategies used such as STAD, think pair and share and flexible grouping.
Not only cooperation is affected but also motivation. It is increased and developed and
that appears on students' faces and participation. In other words , we heard a lot of the
students centered approach , but here the students live it eagerly, happily and anxiously.
10. Pedagogical Implications:
The findings of this study are thought to be of great importance for the teachers who are
interested in the kind of instruction which cares for the varying needs of different
learners. The current study can act as a source of great encouragement for the teachers
to come into terms with the basic tenets of differentiated instruction. The obtained
findings of the study further help teachers, researchers, and educationalists gain a better
grasp of the paramount of differentiation in pedagogy and its varied positive impacts on
the process of learning. Thus, the present study is thought to add to the body of
available literature regarding the philosophy behind the creation and implementation of
a differentiated classroom. Although there are many challenges that exist in this
approach to teaching, it is absolutely a worthwhile endeavor. Finally, the result of the
current research can be used in different academic/educational arenas such as private
sector English language Institutes, ministry of education and higher education .In brief
the following could be some pedagogical implication :
1. Teachers should avoid acting as the center of the educational process and should
avoid dominating the classroom activity. They should pass the responsibility to the
students to manage their own learning and to build self confidence and self-autonomy.
2. Using differentiated instruction enables students with disabilities overcome their
disability.
3. Using differentiated instruction enables high achieving to be more motivated .
146
4. Differentiated instruction can be a tool to have classroom management in classes.
5. Using differentiated instruction in the learning process encourages students to be
more co-operative and active when doing an activity.
6. Using differentiated instruction can be a solution to shy learners even they
encouraged to participate.
7. Differentiated instruction meets the needs of diverse students with a variety of
learning styles.
8. Differentiated instruction stimulates creativity and helps students understand ideas at
higher levels of thinking than teaching through rote memorization alone.
9. Using differentiated instruction ensures that no child is left behind in terms of
developing his or her possibilities.
10. Differentiating instruction relates to teacher professionalism. Expert teachers are
attentive to students' varied learning needs .Then, he/she is to become a more
competent, creative, and professional educator.
11. Differentiating instruction identifies weakness in the way in which gifted students
have been served.
12. Using differentiated instruction can establish learner-responsive, teacher-facilitated
classrooms.
13. can help the English language teachers to benefit from the suggested strategy and its
content when teaching reading comprehension skills.
14. can contribute to improving the process of teaching English in general and the
reading comprehension in particular.
11. Recommendations
In the light of the results of the study, the following recommendations are offered:
11.1. For teachers:
Teachers should :
1. shift from the traditional teaching methods to differentiated teaching that is based on
the
students' real involvement in the teaching learning process.
2. use differentiated teaching strategy to create an appropriate learning environment.
3. enrich the curriculum with differentiated teaching that enhance students' use of
English inside and outside school.
147
4. consider students' individual differences and learning styles in selecting the
educational
computer games.
5. adopt modern techniques that enhance students' participation and interaction.
6. avoid teacher-centered classes and encourage student-centered classes.
7. raise the awareness of their students towards the importance of reading skills .
8. Prepare lessons with differentiated instruction .
9. be aware of their students needs, interests , learning profile and abilities and choose
the suitable techniques for developing reading comprehension.
10. expose students to real life situations when teaching reading.
11. assess student readiness through a variety of means,
11.2. Supervisors:
1. Conduct training programs that enhance and develop English teachers` performance
in teaching reading skills.
2. Conduct training programs that encourage teachers to use DI effectively.
3. conduct model lessons in ninth grade classes to show teachers (practically) how to
teach reading with differentiated instruction.
4. Prepare lesson planning or teacher guide to guide teachers in the application of DI.
11.3. Syllabus designers:
1- should include a new method in teaching English for Palestine depending on
differentiated instruction.
2. provide a more effective curriculum for ninth graders equipped with current trends of
teaching and learning.
11. Recommendations for further studies:

In order to have a more comprehensive understanding of this topic, further researches
may be considered including the following:
1-Evaluating the Content of Palestine Grade 12th Text books from Teachers` and
Supervisors` Perspective to identify how and what to differentiate.
2. Conducting a study about the effect of differentiated instruction on developing
reading comprehension skills in relation to high and low achievers.
3. Conducting a study about the effect of differentiated instruction on developing
listening comprehension skills .
148
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%20Capstone%20Projects/Dominique%20Bondley%20Capstone%20Project
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26-30. Retrieved on April 2013 from
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leadership/summer11/vol68/num10/Five-Hallmarks-of-Good-Homework.aspx
Tomlinson, C. (2005). Grading and differentiation: Paradox or good practice? Theory
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Retrieved on April 2013 from http://books.google.ps/books?id=A7zI3_Yq-
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162
Appendix (1)
The Islamic University- Gaza
Deanery of Higher Education
Department of Curricula and Methodology
A questionnaire of Reading Comprehension Skills

" Grade 9 "
Dear esteemed colleagues ,
The researcher is conducting an MA thesis entitled " The Effect

of differentiated instruction strategy on Developing ninth Graders'
English Reading Comprehension skills At Gaza UNRWA
Schools . One of the study’s requirements is to identify the most
important reading skills in order to build an achievement test.
Thus, for the sake of a pure academic research, you are kindly
requested to look carefully at the items of the questionnaire to
determine the degree of importance of these skills for the eighth
graders.
(Key: 3 = very important, 2 = important, 1 = slightly important)
Sex : Male ____ Female ______

Title : Teacher ___ Supervisor ____ Other ( please determine )_____
Experience : 1-5 _____ 6-10 _____ 11-20_______
Your cooperation is highly appreciated
The Researcher ,
Ahmed Bhlool
163
A questionnaire of Reading Comprehension Skills

" Grade 9 "
No. Degree of
Items importance
1 2 3
1 skimming (reading for general understanding)
2 scanning (reading for specific information)
3 Understanding different types of letters .
4 Identifying supporting details .
5 Identifying the main idea of reading text
6 Developing awareness of semantic fields ( word mapping
7 identifying the topic sentence
8 distinguishing between facts and opinions
9 using a dictionary
10 summarizing a reading text
11 predicting and guessing of the meaning of words through
context
12 generating questions about reading texts
13 Making inferences about reading text. reading
between the lines to get information the writer does not clearly put
14 Making predictions about reading text
15 Reading familiar material with correct pronunciation and
intonation .
16 Answering factual , inferential , judgment or evaluation
questions
17 deducing the meaning
18 sequencing
19 Analyzing components of text such as setting , theme ,
characters
20 Skimming for gist or general impression of text or
graphics
21 distinguishing main ideas from supporting details
22 relating word meaning in to sentence meaning
23 relating sentence meaning in to general understand of a text
24 Summarizing reading text
25 Comparing and Contrast
164
Appendix ( 2 )
Achievement Reading Comprehension Test
Dear referee,
The researcher is conducting an MA thesis, entitled " The Effect of differentiated
instruction strategy on Developing Ninth Graders' English Reading Comprehension
skills at Gaza UNRWA Schools "One of the requirements of this study is to conduct a
pre/post test based on the most important reading comprehension skills for ninth graders
. Because of the importance of your opinion and experience, you are kindly requested to
look carefully at the items of the list to:
1- determine the degree of suitability for the Ninth grader students .

2- modify the language if necessary.
3- suggest ideas or issues to enrich the test.
The test should examine the students' ability to :
1- Make predictions about reading text .

2. Guess meaning of unfamiliar words from context.
3- Skim for gist or general idea of text .
4- Scan for specific information from texts .
5- Make inferences about reading text, reading between the lines to get information the
writer does not clearly put.
..
165
Item High Average Low
The test items reflect the objectives
There is coherence between the test items and the table
of specification
The layout is acceptable.
The rubrics are clear.
The time assigned is suitable.
The reading passages suit ninth graders' level.
The distribution of marks is suitable
The test suits the table of specifications
Your comments are highly appreciated.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________
University Professor Supervisor Teacher Years of

experience
Thanks a lot for your co-operation
The Researcher ,
Ahmed Bhlool
166
Reading Comprehension Skills Test
Grade 9
Time / 45 minutes 20
Name: …………………….………… Class: ……………..…
1. ( prediction ) " 2 marks "

Look at the pictures below and choose the best answer :
1. The text will be about :

a. forests b. industry c. farming
2. If we cut all forests :
a. we would live b. we would die c. nothing would change
2. ( Skimming ) " 6 marks "
A. Read the following text then answer the questions below :
167
1. Read the text quickly and match the following sentences with the paragraphs
Paragraph one
Everybody loves trees and flowers. But plant life is not just beautiful: it is essential to us
and to every animal on Earth. Without plant life, we die.
Paragraph two
This is because of the carbon cycle. Plant and animal life are partners in the cycle.
Animal life breathes in oxygen (O2) and breathes out carbon dioxide (CO2). And when
plant life takes in CO2, it gives out O2. Plants and trees use light from the sun to break
down the CO2 and use the carbon to grow. Their waste product, oxygen, is essential for
animal life. Just one tree produces enough oxygen for four people.
Paragraph three
However, this ancient carbon cycle balance is breaking down. The amount of CO2 in
the atmosphere is rising. And it is rising partly because we are destroying the tropical
rainforests of South America, central Africa and South-East Asia
Paragraph four
Industry is taking trees to produce everything from paper to houses. Farmers are cutting
and burning more trees to create land for crops.Every year , people destroy an area the
size of Palestine, Lebanon , and Syria.If this continues , nearly all the world's forests
will disappear by 2050.
Paragraph five
Is this a problem? Yes, it certainly is. First, rising CO2 levels are causing global
warming. If we do not control them, temperatures will soon rise even faster. Land ice
will melt, the sea will rise, and this will flood cities like Alexandria and Tokyo. Many
living things will become extinct if the forests die. Forests contain 60% of all plant life.
They are also the habitat of 80% of all insects and thousands of bird and larger animal
species .
Paragraph six
That is not all. Many Plants have important uses. Some produce chemicals that can help
fight diseases, for example. Scientists believe that there are many more useful plants to
discover , and these will become extinct if we don't save the forests. We will lose them
before we even find them! The forests are our friends. Do we really want to kill them.
168
1. Many Animals will disappear with forests ( paragraph ______ )
2. We can't live without plants. ( paragraph ______ )
3. The order of the carbon cycle was destroyed ( paragraph ______ )
4. The order of the carbon cycle ( paragraph ______ )
5. Causes of global warming ( paragraph ______ )
6. Different uses of plants ( paragraph ______ )
3. ( scanning ) " 6 marks "
A. Fill in the gaps from the passage :
1. We breathe in ______________________
2. These in paragraph six refers to ___________________
3. Find a name of an Arabian city ____________________
4. Global warming is caused by ___________________
5. The forest contains _____________________
a. four-fifths of all animal life
b. three-fifths of all plant life
c. eight-tenths of all birds and large animals
6. Sea level will rise , so
a. cities by the sea will flood
b. land ice will melt
c. global warming will get worse
3. ( Guessing meaning from context ) " 3 marks "

A. Choose the suitable meaning for the following words :
1. destroy means :
1. cut
2. break
3. burn
2. species means :
1. important
2. type
3. disappear
169
3. balance means :
1. order
2. beautiful
3. rare
3. ( Inference ) " 3 marks "
1. " Our friends , the forest " We can understand that :
1. The writer wants us to take care of animals.
2. The writer wants us not to take care of plants.
3. The writer wants us to take care of plants.
2. " Do we really want to kill them " The question is for

1. getting answers
2. exclamation.
3. nothing
3. The writer mentioned Alexandria and Tokyo , because :
1. He wants to show an example of cities.
2. He wants to show the huge of destruction.
3. He likes these cities.
Good Luck
170
The Table of Specification
Knowledge & Application Reasoning items

Comprehension
Skills weight / Bloom level
61%
0% 39 %
Prediction
0 0 2 2
10 %
Skimming
6 0 0 6
30 %
Scanning
4 0 2 6
30 %
Guessing meaning from
context 2 0 1 3
16 %
Inference
0 0 3 3
14 %
Total
60% 0 40% 20
100 %
171
Lesson planning
Unit Title: (9) Growing Green
Lesson Title: Lesson 3 and 4 .pp 54

As a result of this lesson students will…
Understand :
1 Forests are essential in our life
Know:
1 Some new lexis ( essential – carbon cycle – break down – rainforests – habitat
- extinct)
Do (Skills):
1 - Practice using the new lexis in sentences
2 - Practice skimming the text for general idea.
3 - Practice scanning the text for specific information .
4 - Practice inferring skill .
5 - Practice guessing the meaning from context.
6 - Practice prediction .
Differentiated Instruction Details

Knowledge of Students
Differentiation based on student:
r Readiness r Interests r learning profile
r learning environment r Combination
Differentiated Instruction Response

r Learning materials (content) r Ways of learning
(process)
r Ways of demonstrating learning (product) r Learning environment
Differentiated Instruction strategies used
1. Tiered Activities 4. Think pair share
2. Flexible Grouping 5. RAFT
3. Multiple intelligences
Pre-Assessment: How to Find Out
r Inventories Multiple intelligences r Observation ________ r checklist
____________
r test ____ r Combination _______ r rubric ______ other ________
Audio /visual aids

1. Computer and LCD
2. MP3
3. A poster
172
Day (1)
Procedures :
Headings Signs Procedures
Warming Up T Greet students

5 minutes
Musical , vision, logical , T Play a song about trees and forests.
word, T-C What's the song a bout?
- Do you like forests?
T-C Today we are going to speak about " Forests "
- Have you ever seen a forest?
Logical , word, vision - Teacher draw a spider gram on the board
Forests
T Elicit whatever related to Forests.
** What can you see in forests?
** Mention some forests
** Their importance
Presentation of new lexis
Present new lexis
7 minutes T Use PowerPoint slides
173
essential
Word, logical T Say the word three times
SS Repeat it
T-c Essential means very important
Example : Water and air are essential for our life
T Encourage students to put it in a sentence
carbon cycle Say the word three times
Repeat it
Musical ; T Play a video about it

vision,logical
Word http://indianamichiganpower-
in.apogee.net/kids/?ver=kkblue&utilid=indianamichiganpower-
in&id=16174
T-c This is the carbon cycle
rainforests T Say the word three times
Musical ; SS Repeat it
vision,logical
Word T Show students some pictures of rainforests
Rainforests are forests characterized by high rainfall
Encourage students to put it in a sentence
174
Fgfgh
habitat T-c ,
T Say the word three times
SS Repeat it
T Show students some habitats for some animals
T-c Habitat means specific place where an animal lives
Example The habitat of camels is the desert.
extinct T Say the word three times
Musical ; SS Repeat it
vision,logical
Word T Show them picture of dinosaurs
T-c Where can we find dinosaurs ?
SS We can't find them
T They are extinct
T-c extinct means disappeared
T-C Example dinosaurs are extinct animals.
Formative evaluation Fill in the gaps with the suitable word :
3 minutes 1. A lot of animals and birds are ------------------------
2. There are a lot of -------------------- for example ,

sea ,
forests and underground
3. Africa is full of ---------------------
4. We must keep the balance in the ----------------------
5. Blood is --------------------------- for our life.
T Checks their answers :
175
Pre reading
5 minutes T-c Read the title ( Our friends , the forests )
Inference T What can you understand from the title .
SS Try to predict and infer
T Show the pictures to the students.
Logical, T Ask them to predict what the text is about

vision, word
SS destruction of forests
Logical, What is the difference between the two pictures ?What has
vision, happened to the picture?
word,
interpersonal
SS Try to infer
(attachment 1) T Via (Think – pair – share) and flexible grouping strategies
T Use the (Think – pair – share ) graphic organizer to help

students
3 mins T-ss Now alone guess what has happened
3 mins T-ss Now in pairs discuss what has happened.
3 mins T-ss Now in groups of four share what has happened.
T Discuss with them what has happened
T Help the students to say what has happened in the first two
pictures (Originally, nobody lived in the rainforest. Then
farmers cleared the forest and now it is agricultural land.)
Music/vision T Play a video tape with some statistc about forests (v 1 )

/ math/word/
T Discuss it with students
Music T Play a song about forests and plants
..
176
T Shows students the picture of the carbon cycle
T Discusses it with students
Tier 1 10 minutes Tiered activity ( tiering by product ) according to MI

Look tier (1)
T-c In groups try to read this picture
Logical / 1. What are these abbreviations for?

mathematical
nature 1. What's the effect of these elements on nature?
Word Translate this diagram into words
bodily Role playing ( students take the role of every element in

this picture and speaks about it )
S1 We are goats the most important I the cycle we give milk
etc.
S2 We factories produce every thing
S3 We are plants give fruits etc.
S4 I'm light without me you can't do any thing
S5 As a human " You are important but You all take O2

except plants which give O2 to us.
Vision Draw this graphic in another way.
Anchoring T Give students the picture.
SS Write different uses of trees
177
Day (2)
Part 2
Warming up T Play a song s bout forests

3 minutes
SS Do their sketch again
Revision T Revises the lexis and the pictures

3 minutes
While reading
10 minutes
Passage 1 T Play the cassette once
SS read the text to answer the while-reading questions
T-c Read from 1-15
T Set some questions for students (Answer the following

questions )
Musical ; vision 1. We can understand that the writer hates forests ( )
,logical, Word,
inter
How did you know that ( circle some phrases that proves
that)
2. Animals are not partners in the carbon cycle ( )
3. Plants take in O2 and takes out CO2 ( )
4.Light is not important for plants ( )
5. put a suitable title for this paragraph
Check their answers .
Tier 2 See tier TWO
Anchoring T Provide students with extra activities from the following

web sites
1. http://gk12.asu.edu/node/45
2.http://www.windows2universe.org/earth/climate/carbon
_cycle.html
178
Passage 2 T Read from 15-30
5 minutes Read it quickly and find out
Musical ; vision,logical 1. The amount of CO2 is ____________ .
Word , interpersonal, nature 2. Why is it raising ?
Scan the text to find out
3. Why do farmers cut forests?
A suitable title for this passage is -----------

-------
If this continues ---2050 Can you infer any
thing
What can you understand from it
Passage 3 T Check their answers .
5 minutes Read from 30-40
Musical ; vision,logical Read it quickly and find out
Word , inter, nature 1. If forests die , many creatures will -------

----
2. A suitable title is --------------------
Scan to find out
1. Forests contain ------------- % of plant

life .
2. What will happen if land ice melt?
3. Find two facts about forests.
Is this a problem …….
What can you understand from it ?
T Check their answers .
179
Passage 4 Read from 30-40
5 minutes Read it quickly and find out
Musical ; vision,logical 1. a suitable title is __________________
Word , inter, nature 2. Do we realy want to kill them. What the

writer wants to tell us
3. What are the uses of plants?
Production ( RAFT) T Set RAFT activity
Rounding up T Play another song ( save forests )
SS Reads the text in pairs
180
Attachment (1)
Think-Pair-Share Graphic organizers
My Name: ____________________________ Partner’s Name: _________________________ Date:_______________________
Question What I thought What my partner thought What we will share

____________________
__________________ __________________
__________________
__________________ __________________
Look at the two pictures __________________
__________________ __________________
and guess what has __________________
__________________ __________________
happened __________________
__________________ __________________
__________________
__________________ __________________
181
Tiered activity (1)
Lesson Topic:
Language and Level:
This lesson is tiered by (process, product, assessment) according to students’ (readiness,

interest, learning profile).
Tier 1 ( Logical/ mathematical )

1. highlight all the abbreviations in the text.
1. Guess, What are these abbreviations for?
Tier 2 ( verbal )
Translate this diagram into words
Tier 3 ( Bodily )
Role playing ( students take the role of every element in this picture and speaks about it )
Tier 4 ( vision )
Draw this graphic in another way
Tier 5 ( natural )
What's the effect of these elements on nature
Tier 6 ( inter )
Discuss and suggest solution to the following problem: “Cutting down forests
182
Tiered activity (2)
Lesson Topic:
Language and Level:
This lesson is tiered by (process, product, assessment) according to students’ (readiness,

interest, learning profile). ( Bloom's taxonomy )
Tier 1 ( Knowledge )
Look at this diagram and number the carbon cycle
Tier 2 ( Knowledge )
Read the text from 1-15 and fill in the blanks :
Plants are essential to us , without them we can't ---------------------- . They affect the -----
-------------------------- cycle. We breathe in ---------------- and breathe out ____________
but plants take in __________________ and take out _________________ with the
existence of _______________________
Tier 3 ( understanding)
Paraphrase the effect of plants life on carbon cycle
Tier 4 ( analysis )
Compare and contrast between animals and plant life
183
RAFT Assignment
Unit/Theme: _____________ Language/Level: _______________________________
RAFT Goals:
Understand :
1 Forests are essential in our life
Know:
1 Some new lexis ( essential – carbon cycle – break down – rainforests – habitat - extinct)
Do (Skills):

Role Audience Format Topic

Writer Students Pieces of The
advice importance of
forests
Citizen Forests A procure Stop cutting
cutter trees
A scientist Students Passage cutting trees
and carbon
cycle
A scientist Students Passage Causes of
global
warming
An artist People A picture Motivating
people not to
cut forests
Journalist People Radio The dangers of
advertisem cutting forests
ent
Statics Students A chart Some data
about forests
Doctor students A table Names of
some plants
used as a
medicine
184
Lesson planning
Unit Title: ( 11 ) Helping hands : making friends
Lesson Title: Lesson 3 and 4

Understand :
1 The importance of voluntary work.
Know:
1 Some new lexis ( voluntary – extra – disaster – earthquake - victims)
Do (Skills):
6 - Practice prediction.


r Learning materials (content) r Ways of learning (process)

4. Cooperative learning (STAD)
5. Flexible grouping

r Inventories r Observation ________ r checklist ____________
r test ____ r Combination _______ r rubric ______ other _________
Audio /visual aids

4. Computer and LCD
5. MP3
6. A poster
185
Day (1)
Procedures :
T-C What will you do in the following situations :
1. you see an old man crossing a road
2. Your friend's house was destroyed during war
3. A friend can't do his homework.
T Elicit from students as many answers as possible
T-C We call that Voluntary work
T-C Have you ever done any voluntary work ?
T Listen to students
T-C Aidy is a volunteer from London
T-C Say some verses from holy Quran urging us to do

voluntary work fore example
‫ ﺗﻄﻮع ذو اﻟﻘﺮﻧﯿﻦ ﺑﺒﻨﺎء اﻟﺴﺪ‬.١
‫ وﻟﻤﺎ ورد ﻣﺎء ﻣﺪﯾﻦ وﺟﺪ ﻋﻠﯿﮫ أﻣﺔ ﻣﻦ اﻟﻨﺎس ﯾﺴﻘﻮن ووﺟﺪ ﻣﻦ‬.٢
‫دوﻧﮭﻢ‬
‫اﻣﺮأﺗﯿﻦ ﺗﺬودان ﻗﺎل ﻣﺎ ﺧﻄﺒﻜﻤﺎ ﻗﺎﻟﺘﺎ ﻻ ﻧﺴﻘﻲ ﺣﺘﻰ ﯾﺼﺪر‬
‫ ﻓﺴﻘﻰ ﻟﮭﻤﺎ ﺛﻢ ﺗﻮﻟﻰ إﻟﻰ اﻟﻈﻞ ﻓﻘﺎل‬.‫اﻟﺮﻋﺎء وأﺑﻮﻧﺎ ﺷﯿﺦ ﻛﺒﯿﺮ‬
٢٤ ‫رب إﻧﻲ ﻟﻤﺎ أﻧﺰﻟﺖ إﻟﻰ ﻣﻦ ﺧﯿﺮ ﻓﻘﯿﺮ " اﻟﻘﺼﺺ آﯾﺔ‬
:‫وﻓﻲ ﺻﺤﯿﺢ ﻣﺴﻠﻢ‬

‫{ ﻛﻞ ﺳﻼﻣﻰ ﻣﻦ اﻟﻨﺎس ﻋﻠﯿﮫ ﺻﺪﻗﺔ ﻓﻲ ﻛﻞ ﯾﻮم ﺗﻄﻠﻊ ﻓﯿﮫ اﻟﺸﻤﺲ‬
‫] وﺗﻌﯿﻦ اﻟﺮﺟﻞ ﻋﻠﻰ داﺑﺘﮫ ﻓﺘﺤﻤﻠﮫ‬٢[ ، ‫ﻗﺎل ﺗﻌﺪل ﺑﯿﻦ اﻻﺛﻨﯿﻦ ﺻﺪﻗﺔ‬
‫] واﻟﻜﻠﻤﺔ اﻟﻄﯿﺒﺔ‬٤[ ‫ ﻗﺎل‬، ‫] أو ﺗﺮﻓﻊ ﻋﻠﯿﮭﺎ ﻣﺘﺎﻋﮫ ﺻﺪﻗﺔ‬٣[ ، ‫ﻋﻠﯿﮭﺎ‬
‫] وﺗﻤﯿﻂ اﻷذى ﻋﻦ‬٥[ ، ‫ وﻛﻞ ﺧﻄﻮة ﺗﺨﻄﻮھﺎ إﻟﻰ اﻟﺼﻼة‬، ‫ﺻﺪﻗﺔ‬
} ‫اﻟﻄﺮﯾﻖ ﺻﺪﻗﺔ‬
186
T Play a video about voluntary work ( video 1)
T Discuss it with students
T-C Our topic today is about voluntary work
Presentation
Lexis
Voluntary work T Say the word three times
SS Repeat it
In war we did many voluntary work , we helped old

people.
Example The habitat of camels is the desert.
SS Try to put it in a sentence
Extra T Say the word three times
SS Repeat it
T Extra means more
Our teacher gave us extra homework to do.
187
SS Repeat it
T Show them a video about disasters
Discuss the video with students.
T-C This video is about disaster

disaster
T Remind them of our disaster ( Nakbah )
T We ,the Palestinians, lived many disasters.
SS Repeat it
T Show them a video about earthquake
Discuss the video with students.
T-C This video is about earthquake

Earthquake
T Remind them of the earthquake that happened in Gaza.
T Earth quakes is the worst type of disasters.
Fill in the gaps with ( Voluntary , extra, disaster ,

earthquake )
1. People all over the world suffer a lot from different
Formative
types of ____________________ such as volcanoes
evaluation
and ____________________. Thus ,
_______________ groups should do their best to help
them by __________________ work.
188
Presentation T Show class the pictures through PowerPoint
T-C Try to describe these pictures
T Can you predict what are they doing in picture one
T Elicit from students
T Do the same with picture b anc c
Use STAD ( Student T Divide the students into groups

Team Achievement
Strategy.
** write the name of their most favorite team on a
piece of
paper
** the teacher and the students choose four captains
** name the groups Barcelona, Real Madrid,

Manchester United, and Inter Milan) and then hang
them
on the wall.
STAD (1) T-ss Read the first paragraph and answer the questions
SS Read the text in groups and answer the questions in

the worksheet
T Monitors students and guides them
T Checks groups answers
T-ss Now we have an individual task
Give students the individual task
T Check answers
T Compares groups' scores with individual scores
Give groups some rewards.
kl
189
STAD (2) T-ss Read the second paragraph and answer the questions
SS Read the text in groups and answer the questions in the

worksheet
T Check groups answers
T Check answers
T Compares groups scores with individual scores
STAD (3) T-ss Read the second paragraph and answer the questions

worksheet
T Check answers
T Compares groups' scores with individual scores
190
Student Team Achievement Division (1)
Read the first paragraph and answer the following questions :
1. Put ( ) or ( )
1. They did an international voluntary work ( )
2. They did four voluntary works ( )
3. We can understand that their school doesn't like voluntary work ( )
2. Answer the following :
1. What voluntary work have they done?
_____________________________________________________________
2. If you were with them what murals would you write on the wall?
_______________________________________________________________
3. What can the students do at the end of the week ?
______________________________________________________________________
3. Complete :
1. The name of the speaker is ______________________________.
4. Extract from the passage :
1. A word that means seven days ___________________
2. The opposite of beginning ________________________
191
Individualized quiz one
1. Put ( ) or ( )
1. The children wrote their names on the wall. ( )
2. Their school encourages voluntary work ( )
3. They painted the wall of their friend's house ( )
1. A word that means more ___________________
2. The opposite of beautiful ____________________ and after ________________
192
Student Team Achievement Division (2 )
Read the second paragraph and answer the following questions :
1. Put ( ) or ( )
1. We can understand that Rose does the voluntary work once a month ( )
Extract from the passage what assures you ___________________________
2. They can take money from the library ( )
2. Complete :
1. The name of the speaker is _________________________
2. There are many jobs for volunteers in the library :
A. ___________________________________________
B. ___________________________________________
C. ____________________________________________
1. A word that means different ______________ and without money _____________
2. The opposite of international _______________ and inside _______________
193
1. Put ( ) or ( )
1. They do a local voluntary work ( )
2. Rose helps in the library at 12 o'clock every Saturday. ( )
3. Rose takes holiday on Friday ( )
4. The volunteer is from Japan ( )
2. Complete
1. What's Rose's favourite voluntary work ?
2. I in the first line refers to___________________________
1. A word that means go to ___________________
2. The opposite of young ______________________
194
Student Team Achievement Division ( 3 )
Read the third paragraph and answer the following questions :
1. Fill in :
1. In natural disasters the volunteer __________________ and help.
2. The volunteer's name is _________________________.
3. They collect _________________ and buy _______________ , ___________ and
___________
2. Complete
1. Some types of natural disasters
______________________________________________________________________
______________________________________________________________________
2. They send ____________________ and ___________________ to people.
1. A word that means be a live ___________________ huge ___________________
2. The opposite of safe ____________________ receives ______________________
195
Read the third paragraph and answer the following questions :
1. Put ( ) or ( )
1. The volunteer goes and helps in the natural disasters ( )
2. The name of the volunteer is Hassan. ( )
3. They collect clothes to the poor ( )
4. They did an international voluntary work ( )
2. Complete :
1. Me in line four refers to _________________________________
2. __________________ and ____________________ are types of natural disasters.
3.They sent ______________________ for children in _________________
1. A word that means huge and dangerous wind ___________________
2. The opposite of sell ______________________ ugly ______________________
196
Lesson planning
Unit Title: (12) Uniting for a better future

Understand :
1 The importance of international organizations.
Know:
1 Some new lexis ( construction – freedom – agency – rights)
Do (Skills):
6 - Practice using prediction.


6. Flexible Grouping
7. Graphic organizers
8. RAFT

r Inventories Multiple intelligences r Observation ________ r checklist
____________
r test _____ r Combination _______ r rubric ______ other _________
Audio /visual aids
7. Computer and LCD

8. MP3
9. A poster
197
Utu
Warming UP T Play a video about UN
T Discuss it with students.
Try to elicit from students any relevant information

to UNRWA.
T-C Our topic today is about UNRWA
Presentation
Lexis
construction T Say the word three times
SS Repeat it
T Show students a picture of construction.
T-C What is this man doing
T Constructing
T The new government has different contruction

projects.
Freedom T Say the word three times
SS Repeat it
T Show students a picture of a prisoner.
T-C What does he want?
T He wants freedom.
T Our prisoners need their freedom.
sss
198
Presentation
right T Say the word three times
SS Repeat it
T Mr Alaa teaches human right.
Explain what is meant by right
Example : We need the right of freedom.
cultural T Say the word three times
SS Repeat it
T With powerpoint put it on screen
Maftool, dabka, sfeeha are from culture.
T The Palestinians have many cultural songs.
agancy T Say the word three times
SS Repeat it
T Mention some agencies ( UNRWA , UNDP ,

UNESCO)
These are agencies.
T Let them look it up in their dictionaries.
UNRWA is an international agency.
sss
199
Formative Evaluation
Fill in the gaps with

( rights, culture , freedom, agencies,
construction)
1.UNRWA is one of several …………… of the
UN.
2. Qater promised Gaza of re
……………………….after war.
3. We shoul fight for our ……………………..
4. We must protect our ………………….
5. Every child has many …………………...
T Checks their answers.
Pre-reading
T-C Look at the two pictures
T Predict what are they about.
S Try to predict
T Discuss with students the pre reading questions
While reading T With flexible grouping
T Divide the class in groups of four
Passage(1) T-C Read lines from (1) to(9) and fill in the gaps in
the graphic organizers
T Give students suitable time.
SS Fill in the gaps
T Hang their answers on the wall.
200
Passage(2) T-C Read lines from (10) to(19) and fill in the gaps
SS Fill in the gaps
Passage(3) T-C Read lines from (20) to(25) and fill in the gaps
SS Fill in the gaps
T Show students the right graphic organizors
Post reading T Regroup the students
RAFT (2) T Provide students with papers of the raft

according to their interests.
Rounding up T Play a song a bout UNRWA
Homework Use raft (2 )
201
Read from line (1) to (9) and fill in
UNRWA
Why
--------------------------------------
Where
First
Place : ----------------------------------
---
Time : ----------------------------------
----
Then
Place : ----------------------------------
-
202
Number of members
-------------------
Languages used
--------------
--------------
--------------
--------------
--------------
--------------
Aims
--------------------------------
------
------------------------------------
--------------
--------------------------------------
--------------------------------------
203
It's agencies
Which stands for
UNESCO
--------------------------------------
WHO
--------------------------------------
204
RAFT (2)
Unit/Theme: ___________ Language/Level: ________________________
RAFT Goals:
Understand :
1
The importance of international organizations.
Know:
1
Some new lexis ( construction – freedom – agency – rights)
Do (Skills):

Role Audience Format Topic

Writer Students A The
paragrah importance of
UNRWA
An artist People A picture UNRWH help
to refugees
Journalist People Radio Th members
advertisem ofUNRWA
ent
Statics Students A chart Some data
about
UNRWA
Refugee Students table UNRWA
agencies
205
Lesson planning
Unit Title: ( 14 ) Love and best wishes

Understand :
1 ..
Know:
1 Some new lexis ( felt like – light up – homesick – rude – don't mind)
Do (Skills):
6 - Practice prediction from texts.



9. Cooperative learning (STAD)
10. Differentiation through technology

r Inventories r Observation ________ r checklist ____________
r test ________ r Combination ___________ r rubric ______ other ___________
Audio /visual aids

10. Computer and LCD
11. MP3
12. A poster
206
Procedures :
T-C Have you ever been abroad?
T-C Where have you been?
T Let students speak about the culture.
T-c Do you have friends on the net?
T-C Do you always chat?
T-C Do you like chating?
T Show students a lot of things that are made in

China.
T-C Where are they made in ?
T With power point slide,show students ( CHINA)
Edict as much information as you can about china.
Presentation
Felt like T Say the word three times
SS Repeat it
T Felt like = like
T When I climbed the mountain I had felt like

falling.
Light up T Say the word three times
SS Repeat it
T Show them a picture
T-C What is he doing?
Utu
207
T He is lighting up fire
Homesick T Say the word three times
SS Repeat it
T Homesick = feeling that you missed your country.
T Ali has been abroad for 20 years, he felt homesickness
Rude T Say the word three times
SS Repeat it
T rude means impolite
Ali is shouting , he is rude.
Formative T-C Fill in the gaps with :

evaluation ( Rude – homesick – felt like – light up )
1. I don't like ________________ students.
2. I got______________________ when I travelled.
3. In summer , I ______________ swimming.
4. In the party , fireworks ________________ the sky.
T Checks their answers
208
FFgfgh
Presentation T Show class the pictures through PowerPoint
T-C Try to describe these pictures
T Can you predict what are the picture for?
T Elicit from students
T Do the same with picture b anc c
T Try to answer the pre reading questions.
Usind STAD ( Student T Divide the students into groups

Team Achievement
Strategy.
** write the name of their most favorite team on a
piece of
paper
** the teacher and the students chose four captains
** name the groups Barcelona, Real Madrid,

Manchester United, and Inter Milan) and then
installed them
on the wall.
STAD (1) T-ss Read the first paragraph from (1-4)and answer the
questions
SS Read the text in groups and answer the questions in
the worksheet
T Check answers
209
kl
STAD (2) T-ss Read the second paragraph from (5-7)and answer the
questions
worksheet
T Check answers
Post reading SS Do Ex 3
210
Student Team Achievement Division (1)
1. Put ( ) or ( )
1. The children Yasmin sent Lucy an email. ( )
2. Palestine culture is the same as China's. ( )
3. The length of great wall in China 1000 KM ( )
Choose the correct answer :
1- Who sent the email?
( Lucy – Yasmeen – Huda)
2- When it was sent?
( 06/07 - 06/06 – 06/05)
3- When did Lucy arrive in China?
(Three months ago- five months ago- six months ago).
4- How many people live in Shanghai?
( about 13 million– about 12 million– about 14 million
2. Answer the following :
1. We can elicit from line one that ?
a. They always see each other.
b. They haven't seen each other long time ago.
_____________________________________________________________
2. What did Lucy feel in China?
_______________________________________________________________
3. Complete :
1. The name of the speaker is ______________________________.
1. A word that means accustomed ___________________
2. The opposite of same ________________________
211
1. Put ( ) or ( )
1. Lucy and Yasmin email each other every month. ( )
2. Lucy liked Palestine and didn't want to come back to China ( )
3. Yasmin is interested in China. ( )
1. A word that means end ___________________
2. The opposite of hate ________________________ and good ________________
212
Student Team Achievement Division (2 )
1. Put ( ) or ( )
1. Chinese languse is an easy language ( )
Extract from the passage what assures you ___________________________
2. Lucy is learning French ( )
2. Complete :
1. The name of the speaker is _________________________
2. Lucy mentioned some information about China :
A. ___________________________________________
B. ___________________________________________
C. ____________________________________________
1. A word that means busy ___________________ and silently _____________
2. The opposite of easy __________________ and boring_______________
213
1. Put ( ) or ( )
1. The Chinese people are nice people ( )
2. Lucy will come back on March. ( )
3. Lucy lives in the capital of China ( )
2. Complete
1. What's Rose's favourite voluntary work ?
1. A word that means large ___________________
2. The opposite of easy ______________________
214
Appendix (5)
Referee Committee for study tools
1.Questionnaire 2 Achievement test 3. Lesson planning
No Name Post Questionnaire Achievement Lesson
test planning
1. Mohamad Atya University
Professor
Ï Ï Ï
2. Musheer Amir University
Ï
Professor
3. Mohammed UNRWA
Moqbel
Ï Ï Ï
4. Mahir Sharaf Supervisor
Ï Ï Ï
5. Soha Dauod Supervisor
Ï Ï Ï
6. Alaa Harb Area Edn
officer
Ï Ï Ï
7. Mahmoud Teacher
Ï Ï Ï
Ayyash
8. Sami Balousha Teacher
Ï Ï Ï
9. Suliman El sous Teacher
Ï Ï Ï
10. Nabeel El Teacher
Madhoon
Ï Ï Ï
11. Imad El Teacher
Ï Ï Ï
Moqaiad
12. Zahr Abu Ulba Teacher
Ï Ï Ï
13. Bassam Ambar Teacher
Ï Ï Ï
14. Nadir Sharaf Teacher
Ï Ï Ï
15. Refat Abu Teacher
Mosanih
Ï Ï Ï
16. Khaleel Teacher
Ï Ï Ï
Sammor
17. Mohammed Teacher
Ï Ï Ï
Bhlool
18. Ibraheem El Teacher
Ï Ï Ï
Mikawi
19. Samah Salim Teacher
Ï Ï Ï
20. Siham Abu Teacher
Traish
Ï Ï Ï
21. Ula Faris Teacher Ï
Ï Ï
215

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The Islamic University of Gaza

Deanery of Graduate Studies

The Effect of Differentiated Instruction Strategy on Developing Ninth Graders'

A thesis submitted to the faculty of education in partial fulfillment of the

To all my brothers and sisters.

To my wife, sons and daughters.

To all my esteemed Colleagues

IN THE NAME OF ALLAH, THE MOST GRACIOUS, THE MOST MERCIFUL

supported me so as to successfully complete this thesis. First, I would like to thank my

the research. Finally, I reiterate my endless acknowledgement and high appreciation to

all who helped.

MAY ALLAH BLESS THEM ALL

The Effect of Differentiated Instruction Strategy on Developing Ninth Graders'

This study investigated the effect of using differentiated instruction strategy on

Chapter I : Study Background:

7. Why is fluency important to reading comprehension? 79

1 The Results 131

Table Subject Page

McBride (2004:78) noted that "There can be up to a five-year difference in maturation

Tomlinson (2000) States that "

Teaching Reading comprehension as one of the major skills of language learning is a

2- Statement of the problem:

Because English language teaching plays an important role in educational curriculum in

The present study proposes the following major question:

1) There are no statistically significant differences at (α ≤ 0.05) between the

5- Purpose of the study:

6- Significance of the study:

7- Limitations of the study:

The study will be applied within the following limitations:

8. Operational Definitions of Terms:

Convery (1999, 4) defines it as “a process by which teachers provide opportunities for

Carol Ann Tomlinson (2000:68) describes differentiation as follows:

Differentiation is simply attending to the learning needs of a

Heacox (2002, 5) defines differentiation as:

Differentiation means changing the pace, level, or kind of

8.5. Guessing meaning of words from context:

It refers to the reader's attempt to predict or to assume meaning of an unfamiliar word

According to Grellet (1995: 17), prediction refers to “the faculty of predicting or

A complex cognitive process of extracting and constructing meaning through

10. Cooperative Learning :

According to Johnson,et all. (2000:99) cooperative learning is ―the instructional use of

10.2. Student team achievement division:

11. Anchor Activities:

STAD = Student Team Achievement Divisions.

Teachers in everywhen and everywhere strive to have a learning environment that

Differentiation is simply attending to the learning needs of a

Heacox (2002, 5) defines differentiation as:

Differentiation means changing the pace, level, or kind of

The theory of differentiated instruction is based mainly on the theory of social

3. Impact Of DI on Students' Learning

Differentiated instruction has everything to do with student learning. According to

4. What Differentiated Instruction Is:

5. What Differentiated Instruction Is NOT:

In order to understand what DI is exactly, we should understand what is not DI.

In addition, from reviewing literature ,the researcher thinks that differentiated

6. Individualization vs Differentiation vs Personalization:

Individualization Differentiation Personalization

accomodates learning needs of adjusts to learning needs of connects with interests,

teachers create or adapt

same objectives for learners

Individualization Differentiation Personalization

In conclusion , individualization as a sort of differentiation, during which the

7. Traditional vs. Differentiated Classrooms: