| Title: |
The Effectiveness of the Differentiated Instruction Strategy in Enhancing Writing Skills among Students with Learning Disabilities |
| Language: |
English |
| Authors: |
Khaled Ahmad Obeidat (ORCID 0009-0008-3944-1352); Maher Tayseer Sharadgah (ORCID 0000-0001-6130-9683); Nahida Mohsin Abdelhadi (ORCID 0009-0000-0463-2935); Fajer Ibrahim Qutishat (ORCID 0000-0001-9376-5077); Awad Mohd Kheer Al Fandi (ORCID 0000-0002-5632-4552) |
| Source: |
Journal of Education and e-Learning Research. 2025 12(2):327-335. |
| Availability: |
Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Individualized Instruction; Instructional Effectiveness; Students with Disabilities; Learning Disabilities; Writing Skills; Foreign Countries; Preadolescents |
| Geographic Terms: |
Jordan |
| ISSN: |
2518-0169; 2410-9991 |
| Abstract: |
This study aimed to evaluate the impact of implementing a differentiated instruction strategy on developing writing skills among students with learning disabilities in Jordan. The research adopted a quasi-experimental approach, designing a training program tailored to the individual needs of the students. The program included 23 training sessions over 8 weeks. The study sample consisted of 30 students who were divided into two groups: an experimental group (15 students) who received the training program and a control group (15 students) who adhered to traditional education. A 32- item scale of writing skills was developed to measure performance. The results demonstrated the superiority of the experimental group in all assessed dimensions, showing statistically significant differences in: written fluency (Z=-3.264, p=0.001), basic skills (Z=-2.653, p=0.008), and expressive creativity (Z=-2.141, p=0.03). Furthermore, the experimental group achieved significantly higher average ranks in the overall assessment compared to the control group (21.47 vs. 9.53, p |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1477344 |
| Database: |
ERIC |