Celebrating Diversity: Differentiated Reading Materials for Students in an Inclusive Classroom

Abstract

This study aimed to evaluate the reading performance of students in selected public schools in Cebu using Differentiated Learning Materials in English during the 2024–2025 school year. It specifically assessed students' preferred learning styles—Visual, Auditory, Read/Write, and Kinesthetic (VARK)—and their reading performance based on four key comprehension strategies: Preparation, Organization, Elaboration, and Monitoring. Utilizing a quantitative descriptive-correlational research design and normative survey method, the study employed an adapted questionnaire administered to 406 students. Findings revealed that most students were at the Intermediate level in the areas of preparation, organization, and elaboration, with monitoring emerging as the strongest skill area at the advanced level. These results indicate that students generally possess developing to proficient comprehension skills, with notable strengths in self-monitoring. Statistical analysis revealed a significant relationship between learning styles and the reading strategies of Preparation, Organization, and Elaboration. However, no significant relationship was found between learning styles and the monitoring strategy. This suggests that while students' preferred learning styles influence specific comprehension strategies, monitoring skills may develop more effectively through direct and explicit instruction rather than through learning preference alone. Therefore, instructional approaches should prioritize flexible, evidence-based strategies over rigid adherence to learning styles to effectively support diverse students.