Assessment of differentiated assignments improves reading skills in children, indicating support for diverse reading levels.
This article examines the process of designing differentiated assignments for working with fiction and nonfiction texts in literature and worldview lessons in elementary school. Examples of assignments for schoolchildren with varying levels of reading proficiency are provided. Key aspects of differentiated assignments aimed at addressing potential difficulties in young schoolchildren’s reading development are explored.
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Світлана Александрова (2025) studied this question.
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