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|Title||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.
|Publisher||الجامعة الإسلامية - غزة|
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