Solving Reading Comprehension Difficulties among English as a Second Language Learners in Nigeria: An Experience in Differentiated Instruction

The study determined the effect of differentiated instructional strategy on secondary school students achievement in English Reading Comprehension in Oyo Township, Nigeria. The retest-post test control group research design was adopted. The participants were 235 students from six intact classes from six senior secondary schools in Oyo township.The instruments used were Reading Comprehension Achievement Test (r=0.79),Reading Proficiency Test (r=0.76), Students’ Home Background Questionnaire (r=0.81), Teachers’ Instructional Guide on Differentiated Instruction and Teacher’s Instructional Guide on Modified Lecture Strategy. Findings revealed that students exposed to differentiated strategy with a mean of 12.56 performed better than their counterparts in the control group with a mean of 7.78).irrespective of their home background. It was recommended that reading comprehension instruction should utilise differentiated instruction for better results.