Abstract
This paper discusses the possibility of teaching prose literary texts in the first cycle of primary education using individualized instruction in order to highlight its effectiveness in helping students grasp this type of learning content. The conducted experimental research aimed to examine how the application of individualized teaching to the process of teaching prose literary works in the lower grades of primary school contributes to their more complete understanding. The results obtained have shown that the experimental group, which learned the planned teaching units by using the individualized instruction approach achieved significantly better results compared to the control group, which worked in the usual way.
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