On the Effectiveness of Differentiated Instruction in the Enhancement of Iranian Learners Reading Comprehension in Separate Gender Education

Aliakbari, Mohammad; Haghighi, J

doi:10.1016/j.sbspro.2014.03.405

Cited by 32 publications

(40 citation statements)

References 6 publications

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“…The result of this study was congruent with the previous studies conducted by Kasiri (2015), Rudzinska (2013), and Babayigit (2015) that presented no significant difference between male and female students in their reading and writing performances. Some studies found the tendency of females outperforms males in literacy skills (e.g., Aliakbari & Haghighi, 2014;Dabaghi, 2012). Besides the relevant previous studies, some studies also revealed the opposite results (e.g., Gorjian & Javadifar, 2013;& Mei, 2012) that male students have better performance than females in reading comprehension test and have higher mean scores in using reading strategies.…”

Section: The Relation Of Literacy Skills (Reading and Writing) Scoresmentioning

confidence: 99%

Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

Agustrianti

Cahyono

Laksmi

2016

IJALEL

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Motivation and gender are claimed to have significant roles to the success of language learning, particularly in literacy skills. This study examined the relationship of students' motivation in English learning and their literacy skills across gender. It involved 100 students enrolled in English Education Study Program, Tadulako University, Palu City, Central Sulawesi Province, Indonesia. Data were collected through questionnaire on motivation in English learning, reading comprehension test, and writing test. The analysis from Spearman rank correlation and independent sample t-test revealed that there were high positive correlations between students' motivation and literacy skills; and high positive correlations between students' achievement scores in reading and writing skills. It indicates that when the students had high motivation, they had better scores in their literacy skills. In addition, when the students got high achievement scores in reading skill, their achievement in writing would like to follow suit. This study did not reveal any significant relationship between motivation and gender, as well as between literacy skills and gender.

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Section: The Relation Of Literacy Skills (Reading and Writing) Scoresmentioning

confidence: 99%

Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

Agustrianti

Cahyono

Laksmi

2016

IJALEL

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“…This empowering approach further benefits advanced learners because they can be motivated beyond their academic level of comfort with differentiated strategies. One way to ensure that instruction reaches advanced learners is by practicing a tiered model given its ability to enhance students' interest, engagement, and individual skill sets (Aliakbari & Haghighi, 2014;Azzam, 2016).…”

Section: Innovative Instruction Using Differentiation In Readingmentioning

confidence: 99%

Differentiated Reading Instruction With Technology for Advanced Middle School Students’ Reading Achievement

Haymon

Wilson

2020

JERAP

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Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction. Achieve 3000 was fully implemented with fidelity in a local middle school that has a large percentage of advanced learners. Archived reading scores of 120 advanced Grade 6–8 students were compared pre- and postimplementation of Achieve 3000. A paired-samples t test examining the overall effect of the intervention indicated that students’ posttest LevelSet Lexile reading scores were significantly higher than their pretest scores. A mixed-design analysis of variance was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (Grades 6–8) on students’ LevelSet Lexile reading scores. A significant main effect of grade level and a significant time by grade interaction were present with Grade 6 advanced learners showing significantly greater increases in LevelSet Lexile reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program was effective for meeting the specialized differentiated instructional needs of advanced learners in reading. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.

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“…The teacher within this purview of differentiation as a scientist and an expert as well in his field, needs to find and follow teaching procedures through which the aims set by the curriculum will be achieved by all of the students (Tomlison & Eidson, 2003). Contemporary researches focusing on the improvement of certain student's dexterities substantiate the effectiveness of differentiation (Aliakbari & Haghighi, 2014;Chamberlin & Powers, 2010;Joseph et al, 2013;Haghighi, 2012;Landrum & McDuffie, 2010;Reis et al, 2011;Valiandes, 2015). Bacon (2013), stated that teachers and lecturers have to develop a repertoire of teaching and learning strategies that enable individuals to draw on intact cognitive resources and abilities and to generate and employ cognitive strategies most appropriate to the tasks at hand.…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Klonari

Passadelli

2019

Review of International Geographical Education Online

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Dyslexia is a specific form of learning disability which comes along with diverse difficulties, both in learning, social and emotional fields. It obstructs the development of the individual at all levels of education. This research investigates students' spatial and geographical thinking and whether there is a differentiation of these abilities between dyslexic and non-dyslexic ones. For this purpose, 50 questionnaires were distributed to 25 dyslexic and 25 non-dyslexic students aged 14 using opportunity sampling from different areas (rural, urban). The questionnaire included spatial thinking exercises like mental rotation, plan views, shapes folding -unfolding and mental manipulation of shapes and exercises by which geographical thinking is examined, according to the Greek geography curriculum. The results indicated that the non-dyslexic students had better performance than the dyslexic ones in all cases, except one, this of 2D 3D exercise. The most significant difference was in the section of plan views, mental rotation and folding -unfolding, whereas in the shapes mental manipulation, both children's groups faced difficulties. Although the research sample was limited, the results supported our hypothesis that non-dyslexic students would perform better on spatial and geographical thinking assessments.

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On the Effectiveness of Differentiated Instruction in the Enhancement of Iranian Learners Reading Comprehension in Separate Gender Education

Cited by 32 publications

References 6 publications

Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

Differentiated Reading Instruction With Technology for Advanced Middle School Students’ Reading Achievement

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

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