أثر استراتيجية التعليم المتمايز في تنمية الفهم القرائي لدى متعلّمي اللغة العربية الناطقين بلغات أخرى
The current research aimed to identify the effect of differentiated instruction strategy on developing reading comprehension among Arabic language learners who speak other languages. The researcher adopted the quasi-experimental method and adopted the primary designs on one research group. The researcher made use of the purposive sampling technique and the participants were (30 students). The researcher developed a list of reading comprehension skills, reading comprehension test, and a guide (teacher's guide) to administer some differentiated education strategies to develop reading comprehension. The results of the study revealed that differentiated instruction strategy had a positive effect on the development of reading comprehension among the study participants indicating that the performance of the students was affected by the administration of the differentiated instruction strategy. The researcher also developed a list of reading comprehension skills, commensurate with the second level of Arabic language learners who speak other languages. The research recommended adopting the skills list to be the base of teaching Arabic to Arabic-speaking learners of other languages, and to be a starting point in teaching and evaluation. Such skills list assists the non-Arabic speaking learners and encourage them to learn. (Published abstract)