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Impact of Differentiated Instruction Strategies and Traditional-Based Instruction on the Reading Comprehension of Iranian Efl Students
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نویسنده
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Aliakbari Mohammad ,Khales Haghighi Jaber
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منبع
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Journal Of Research In Applied Linguistics - 2014 - دوره : 5 - شماره : 1 - صفحه:109 -129
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چکیده
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This study investigates and compares the efficacy of differentiated instruction andtraditional-based instruction on enhancing iranian students’ reading comprehension.eight elementary, intermediate, and advanced classrooms from 1 language institutewere chosen, and based on their performance on the pretests were further dividedinto 4 control and 4 treatment groups. flexible grouping, tiered instruction, andtiered assignment strategies were adopted to differentiate the content, process, andproduct in the treatment groups. results of the final achievement tests revealed thatimplementing differentiated instruction was effective in fostering the participants’reading comprehension in the elementary and intermediate classrooms, but nomeaningful difference was found in the final performance of the advanced levelclassrooms.
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کلیدواژه
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Differentiated Instruction ,Reading Comprehension ,Flexible Grouping ,Tiered Instruction
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آدرس
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Ilam University, Ilam University, ایران, Ilam University, Ilam University, ایران
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پست الکترونیکی
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jaber.haghighi@gmail.com
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Authors
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