Keywords
inclusive classroom, reading literacy, differentiated tasks, text comprehension, instructional support, independent thinking.
How to Cite
Yakubova Asalxon. (2026). DEVELOPING READING LITERACY AMONG UPPER-GRADE STUDENTS IN INCLUSIVE CLASSROOMS THROUGH DIFFERENTIATED TASKS. WORLD INTERNATIONAL CONFERENCE ON SCIENCE, TECHNOLOGY AND EDUCATION, 1(10), 279-282. https://doi.org/10.5281/zenodo.23383672
Abstract
This paper discusses the use of differentiated tasks to develop reading literacy among upper secondary school students in inclusive classrooms. It proposes ways to adapt tasks aimed at text comprehension, identification of supporting evidence, and independent inference to individual educational needs. Particular attention is paid to varying the level of support while maintaining a shared learning goal and gradually increasing students’ independence.
References
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3. CAST. Universal Design for Learning Guidelines, version 3.0. 2024.