IMCC Journal of Science

Abstract: 

This qualitative study examines the implementation of differentiated instruction in reading among early grade learners, along with the challenges faced during its application. Based on in-depth interviews with classroom teachers and focus group discussions with learners, the findings suggest that differentiated instruction enhances reading fluency, expands vocabulary, and improves comprehension by addressing diverse learning needs through flexible grouping, varied teaching strategies, and continuous assessment. Teachers noted increased learner motivation, improved confidence, and the ability to respond more effectively to individual differences. However, barriers such as limited instructional time, inadequate teaching materials, lack of professional training, difficulty in managing multi-level classrooms, and minimal institutional support were also identified. These challenges point to systemic limitations that hinder the consistent integration of differentiated instruction in early reading education. The study underscores the need for sustained teacher capacity-building, instructional resource allocation, and administrative support to institutionalize differentiated reading practices in primary schools.

Keywords: differentiated instruction, early reading, learner diversity, reading development