ENHANCING EARLY LITERACY: THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGIES FOR GRADE 1 LEARNERS WITH READING DIFFICULTIES IN PUBLIC SCHOOLS

This study examined the effectiveness of differentiated instruction strategies in addressing reading difficulties among Grade 1 learners in public schools and analyzed their relationship with teachers’ profile variables, implementation challenges, and differences in perceptions between teachers and their immediate supervisors. Using a descriptive-correlational design, data were gathered from 63 respondents via a structured questionnaire that covered readiness, interest, learning profile, instructional materials, and assessment practices. Results showed that teachers were generally experienced, predominantly female, and academically qualified, with most having graduate-level education and moderate exposure to training. Differentiated instruction was rated highly effective across all domains, indicating responsive practices to diverse learner needs, while implementation challenges were moderately serious, particularly in instructional materials, classroom management, assessment, and support systems. Statistical findings revealed no significant relationship between effectiveness and most profile variables, except for gender and position in selected areas. No significant difference was found between teachers’ and supervisors’ perceptions, indicating alignment in their evaluation of instructional effectiveness. The study concludes that differentiated instruction is an effective approach to improving early reading outcomes, despite manageable challenges, and emphasizes the need for continuous professional development, adequate resources, and strong institutional support to enhance implementation and strengthen early literacy programs.