earticle

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This paper examines how much pedagogical benefit teachers can expect in a mixed-ability class by having students read simplified texts. Seventy students were divided into two groups: Group OT, students who read the Original Text, and Group ST, students who read the Simplified Text. They were pre-tested for English proficiency, showing no statistical difference between the two groups. Both groups read their assigned texts as pre-reading activities, and their reading comprehension was measured. The results demonstrated that Group ST significantly improved English reading comprehension compared to Group OT. Consistent with previous findings, low-achieving students benefited more from simplified texts than their high-achieving counterparts. The results have instructional implications for differentiated instruction in conventional English reading classes.