THE EFFECTIVENESS OF DEVELOPING READING LITERACY THROUGH DIFFERENTIATED INSTRUCTION IN MOTHER TONGUE AND READING CLASSES FOR PRE-SERVICE PRIMARY SCHOOL TEACHERS
Keywords:
differentiated instruction, reading literacy, primary education, mother tongue lessons, reading skills, text analysis, pedagogical effectiveness, individualized learning.Abstract
This article examines the effectiveness of developing reading literacy through differentiated instruction in mother tongue and reading classes for pre-service primary school teachers. The study analyzes how differentiated teaching approaches influence the development of students’ reading skills, text comprehension, and analytical abilities. Special attention is given to considering learners’ individual differences, applying tasks of varying difficulty levels, and using interactive teaching methods. The article emphasizes that differentiated instruction is an effective pedagogical tool for improving reading literacy.
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