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The Impact of Using a Differentiated Instruction-Based Program on Developing Egyptian EFL Preparatory School Students’ Oral Reading Fluency |
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PP: 559-572 |
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Author(s) |
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Wafaa M. E. Badawy,
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Abstract |
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| The current study aimed at investigating the impact of using a differentiated instruction-based program (DIBP) on developing oral reading fluency in the EFL preparatory stage in Egypt. The study was quasi-experimental of pre/post one group design and thirty 2nd year preparatory students were randomly selected to be the study participants. The study instruments included: a list of EFL oral reading fluency skills, and a differentiated instruction -based program. Besides, an EFL oral reading fluency pre/ post test was designed to measure the students oral reading fluency skills. Data were obtained from administering reading fluency post test. The results of the study showed that there was a statistically significant difference at 0.05 level between the mean scores of the experimental group in the pre- post administrations of the EFL oral reading fluency skills test, in favour of its post-administration. As such, it can be concluded that the differentiated instruction-based program had a significantly positive effect on developing the EFL oral reading fluency skills for Preparatory school students.
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