IMPROVING READING COMPREHENSION OF GRADE 2 PUPILS THROUGH DIFFERENTIATED INSTRUCTION AT BITAN-AGAN ELEMENTARY SCHOOL

Reading and Literacy Education (Elementary Level)

This classroom-based action research examined the effectiveness of differentiated instruction in improving the reading comprehension of Grade 2 pupils at Bitan-agan Elementary School, a public elementary school in San Francisco, Agusan del Sur, Philippines. The study involved 17 Grade 2 pupils, including six identified as struggling readers based on the Comprehensive Reading and Learning Assessment (CRLA). Differentiated instructional strategies such as small group reading, guided reading, leveled reading materials, and phonics-based activities were implemented every quarter to address diverse learning needs. A pre-test and post-test design using CRLA was employed to measure pupils’ reading comprehension levels, complemented by classroom observations to assess engagement and motivation. Results indicated noticeable improvement in reading comprehension, particularly among struggling readers, alongside increased participation and confidence during reading activities. The findings suggest that differentiated instruction is an effective and practical approach for improving early grade reading comprehension and supports the Department of Education’s goal of inclusive and learner-centered instruction in public elementary schools.

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