The influence of individualised approach to teaching on students’ creative reading skills

Abstract

Traditional forms of teaching are criticised for not being stimulative enough in terms of students’ activity, as well as for not allowing them to express their creativity while acquiring educational contents. This paper presents the results of an experimental research into the influence of individualised approach to teaching literature to elementary school junior grades on students’ creative reading skills. The experiment is conducted in six fifth-grade elementary school classes featuring parallel groups. With regard to the experimental group, there are models of individualised teaching applied, such as teaching leaflets method, diversified teaching, and interactive diversified teaching. As for the control group, the traditional frontal approach is applied. The results of this one-year research show that the experimental groups are significantly statistically more successful concerning creative reading skills than the control ones.