<![CDATA[This study aimed to examine differences in students’ reading skills between those who received instruction using word cards integrated with differentiated learning and those in the control group. A quantitative approach with a quasi-experimental design was employed. Reading skill data were collected through a test and analyzed using descriptive statistics and an independent-samples t-test. The results showed that the experimental group achieved a mean score of 78.02, compared with 69.87 in the control group. The statistical analysis revealed a significant difference between the two groups, with t(55) = 3.261 and p = 0.002. The Cohen’s d value of 0.864 indicated a large effect size. These findings suggest that integrating word cards with differentiated learning resulted in higher reading skill outcomes than those achieved by students in the control group.]]>
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