Differentiated Instruction Training For Prospective Teachers: An Approach to Improving Reading in the Primary Classroom

Tobago are not developing the reading skills needed to achieve basic literacy. This study examined the effect of differentiated reading instruction training on prospective teachers' ability to meet the needs of students. Thirty-one prospective teachers placed in primary schools of Trinidad and Tobago participated in a two-week, field-teaching practice focusing on reading comprehension. The study used a convergent, mixed-method, research design aimed at triangulating a single group pretest/posttest quasi-experiment with survey responses, and reflections from the sample group of prospective teachers. Findings of the study revealed that the ability of prospective teachers to meet students' needs in reading greatly improved with differentiated instruction training in alternative reading structures