Many students struggle with reading when whole group instruction forms the core of the reading program. This is especially true when teaching second language students. The proposed intervention methodology combines multiple proven methods to improve reading skills in students. The study focused on using differentiated instruction and multiple assessments such as Informal Reading Inventory (IRI), Qualitative Spelling Inventory (QSI), Running Records, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), High-frequency words and phonological awareness. After the usage of the said tools, students learnt to follow a firm reading routine, respect classroom procedures, work in teams and solve problems independently. This five-month study examined the benefits of the differentiated instruction with thirty six 5th grade students, who were the second language English learners in a school in the state of Karnataka, India. The key findings from this study indicated that differentiating instruction and using small group instruction assisted and improved students' reading and writing proficiency. With our proposed method, 94% of the students improved their reading comprehension by a minimum of three grade levels. An unexpected benefit was a positive change in attitude and behavior of the students along with increased confidence.
Remya Rajesh and Prof. Prema Nedungadi, “New methodology to differentiate instructional strategies for ESL learners in the Indian context”, in 2015 IEEE Frontiers in Education Conference (FIE), 2015.