Using Differentiated Instruction Strategies to Develop Reading Comprehension Skill Among Non-Native Arabic Language Learners in Grade 6

Abstract

This study diagnosed the actual language performance of non-native Arabic learners in Grade 6 across five sub-skills (reading comprehension, grammar/structures, translation, dictation, and written expression), drawing on two periodic assessments administered during the 2025-2026 academic year to 106 female students across three sections.

A Friedman test showed statistically significant differences across the five skills (χ² = 62.64, df = 4, p < .001); reading comprehension ranked lowest (66.2%), compared with dictation (81.1%), written expression (80.4%), grammar (73.1%), and translation (68.4%).

A paired comparison of total scores between the two periodic tests for 99 matched students showed a statistically significant improvement (t = 3.76, df = 98, p < .001, dz = 0.38), which varied considerably across the three sections; the gain was non-significant in two of the three sections.

Based on this diagnosis, the study proposes a differentiated-instruction program that specifically targets reading comprehension, and presents its theoretical basis, proposed units, and a diagnostic tool to guide future implementation, recommending that the program be tested through a subsequent quasi-experimental study before wider adoption.