The Effect of Differentiated Teaching in Enhancing Arabic Reading andWriting Skills in Third-Grade Students

Abstract

Abstract Background &Statement of the Problem: Essential to primary education, reading and writing skills stand out among the foundational abilities for young learners. Extensive examination of pertinent studies revealed that, particularly in the foundational stages, there is a paramount need for innovative teaching methodologies to elevate reading and writing proficiencies, especially in the initial three years.

Objective: This study seeks to assess the impact of differentiated teaching on enhancing Arabic reading and writing skills in third-grade students.  

Methods: A sample of 50 female third-grade students was selected, and they were divided into two groups – control and experimental. A comprehensive test comprising 20 items categorized into reading and writing skills, was administered.

Results: Statistical analysis unveiled significant disparities in scores between the two groups, favoring the experimental group exposed to differentiated teaching. Furthermore, noteworthy differences in individual achievements were observed, with the experimental group outperforming in the development of both reading and writing skills. 

Conclusions (Recommendations and Contribution): The findings underscore the efficacy of differentiated teaching in fostering reading and writing skills, particularly in the initial years of education. The researcher recommends the widespread adoption of differentiated teaching strategies for cultivating these essential skills in the first three grades.