Factors Affecting Reading Comprehension and the Role of Differentiated Instruction: A Literature Review

Education

This literature review examines the persistent challenges in reading comprehension among Filipino learners and evaluates differentiated instruction (DI) as a pedagogical response. National and international assessments, including PISA and Phil-IRI, consistently highlight low literacy performance among elementary pupils. Research attributes these difficulties to limited vocabulary, poor fluency, and socio-economic disadvantages. Differentiated instruction, grounded in Vygotsky’s sociocultural theory, has been shown to improve engagement and comprehension by tailoring content, process, and product to diverse learner needs. Local and international studies confirm DI’s effectiveness, though evidence in rural Philippine schools remains scarce. Socio- demographic variables such as age, sex, parental education, and access to resources further shape reading outcomes. This review synthesizes these findings, emphasizing the need for context-sensitive interventions. It concludes that DI can serve as a viable strategy to enhance reading comprehension in mixed-ability classrooms, with implications for curriculum design, teacher training, and literacy policy.

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