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The Effectiveness of the Differentiated Instruction Strategy in Enhancing Writing Skills among Students with Learning Disabilities

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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<0.001), confirming the effectiveness of the implemented intervention. These findings confirm the effectiveness of the Differentiated Instruction Strategy in meeting individual needs by adapting content and instructional methods. Based on these results, the study recommends conducting similar research on other categories within special education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477344
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effectiveness of the Differentiated Instruction Strategy in Enhancing Writing Skills among Students with Learning Disabilities
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Khaled+Ahmad+Obeidat%22&quot;&gt;Khaled Ahmad Obeidat&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0008-3944-1352&quot;&gt;0009-0008-3944-1352&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Maher+Tayseer+Sharadgah%22&quot;&gt;Maher Tayseer Sharadgah&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-6130-9683&quot;&gt;0000-0001-6130-9683&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nahida+Mohsin+Abdelhadi%22&quot;&gt;Nahida Mohsin Abdelhadi&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0000-0463-2935&quot;&gt;0009-0000-0463-2935&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Fajer+Ibrahim+Qutishat%22&quot;&gt;Fajer Ibrahim Qutishat&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-9376-5077&quot;&gt;0000-0001-9376-5077&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Awad+Mohd+Kheer+Al+Fandi%22&quot;&gt;Awad Mohd Kheer Al Fandi&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-5632-4552&quot;&gt;0000-0002-5632-4552&lt;/externalLink&gt;)
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  Data: 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
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  Data: 2518-0169&lt;br /&gt;2410-9991
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  Data: 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&lt;0.001), confirming the effectiveness of the implemented intervention. These findings confirm the effectiveness of the Differentiated Instruction Strategy in meeting individual needs by adapting content and instructional methods. Based on these results, the study recommends conducting similar research on other categories within special education.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1477344
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477344
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 327
    Subjects:
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preadolescents
        Type: general
      – SubjectFull: Jordan
        Type: general
    Titles:
      – TitleFull: The Effectiveness of the Differentiated Instruction Strategy in Enhancing Writing Skills among Students with Learning Disabilities
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            NameFull: Khaled Ahmad Obeidat
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            NameFull: Maher Tayseer Sharadgah
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            NameFull: Nahida Mohsin Abdelhadi
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            NameFull: Fajer Ibrahim Qutishat
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            NameFull: Awad Mohd Kheer Al Fandi
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              Y: 2025
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