Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

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Author: search.filters.author.Galora Moya, Nelly PatriciaSubject: search.filters.subject.PROCESO DE APRENDIZAJE

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    The effect of differentiated instruction on reading skills
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Galora Moya, Nelly Patricia; Chicaiza Redín, Verónica Elizabeth
    The development of reading skills from early levels is the key tool to successes not only in the academic context but also for personal development. Reading at literal level is the starting point so students get the basic to develop comprehension reading skills at a higher level. Nevertheless, the test results on reading skill have shown lower grades. Many factors are related to this issue; lack of motivation when reading has been considered as one of the main concerns, the use of one size fits all instruction has not met all students ´needs, interests or learning preferences. The current research focused on students´ differences; thus, a quasi-experiment was carried out at Languages Center-Universidad Técnica de Ambato, two groups of students from A1 English levels were part of this research. The purpose of the study was to determine the impact of Differentiated Instruction on Reading skills at A1 English level. The process involved the implementation of differentiated instruction with the experimental group. A pre-test and pos-test were applied to the control and experimental groups to test the hypothesis. The results showed a positive impact on reading skills, there was a significant gain in the post test scores. The differentiated strategies met students’ needs, readiness level, learning styles and interests.: Working under different modalities facilitate students´ engagement during reading activities. ´Reading in Peers, reading in groups, reading alone and reading for fluency. Teacher´s assisted learners through content differentiation, process and product differentiation during the instruction. A replica of the quasi-experiment is recommended to be applied to students of higher levels to see and confirm the great benefits of the implementation of Differentiated Instruction on the development of reading skills. As an application of the research, an e-book with differentiated strategies was developed to guide for teachers of A1 English level at the Languages Center-Universidad Técnica de Ambato, they know How to implement the Differentiated Instruction in their classes.