Bridging the Gap: An Action Research on the Impact of Differentiated Instruction on Reading Difficulties among Foundation-Level Slow Learners

Abstract

Differentiated Instruction (DI) is a pedagogical approach designed to address diverse learner needs, yet its efficacy for "slow learners" in foundational reading remains under-documented. This action research evaluated the impact of DI on reading difficulties among foundation students, focusing on the adaptation of content, process, and product. A mixed-methods approach was used, featuring a pre-test/post-test design and structured survey questionnaires for interviews to capture student perspectives. Analysis revealed a significant overall upward trend in reading performance. However, the intervention resulted in a widened achievement gap; while one subgroup achieved full mastery, another showed only minimal progress. These findings suggest that DI is a powerful tool for unlocking potential, "slow learners" They are a heterogeneous group with varying intervention thresholds. The study recommends that foundation programs supplement DI with more intensive, individualized support for students showing persistent minimal gain.