Abstract
The current study explored the usefulness of differentiated instruction and traditional-based pedagogy in the promotion of male and female learners reading comprehension in separate gender educational system. Forty seven elementary students of a language institute in Iran were chosen and divided into experimental and control groups, including one male one female classroom in each category. The students of the experimental group were taught through the strategies of differentiated instruction, viz. flexible grouping, tiered instruction, and tiered assignments, in the areas of content, process, and product. The students of the control group also received traditional instruction strategies. The outcomes of ANOVA from post-test results indicated that the students of the experimental group outperformed the control one. Further, the computation of post hoc analysis revealed that female learners of the experimental group performed better in comparison to male ones in the post-test.
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