Maximizing Primary School Pupils’ Success in Reading Comprehension Through Differentiated Instructional Strategy

Abstract

Pupils tend to comprehend little and lose focus of classroom instruction when their teachers fail to use instructional strategies that match their learning styles. Differentiated instructional strategy can alleviate or eliminate this disengagement because it is a way to modify instruction to meet pupil’s individual need. In this paper, the author discussed the concept of differentiated instructional strategy, its principles and method and specifically pointed out how differentiated instructional strategy can be used to facilitate the teaching of reading comprehension in primary school. The conclusion of this paper is that, application of differentiated learning in classroom will in no small measure improve learning skill of pupils. On a final note, the paper recommended, among others, that the strategy should be adopted in the teaching and learning of primary school subjects especially reading comprehension.