The Inclusion of Differentiation in Literacy Lessons in the First and Second Grades of Slovenian Primary School

Oct 15, 2026

The study examines how differentiation is included in literacy lessons for first- and second-grade pupils in Slovenian primary schools, focusing on teachers’ views and on how differentiation is implemented in class. Based on data from N=79 teachers, results show differentiation is present across the initial literacy teaching process and teachers regularly participate in related training and professional development. Teachers identify intertwined individual abilities, family environment, co-curricular engagement, and well-developed social skills as key to student success, while reporting that heterogeneous groups do not increase educational efficiency.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Overview of the literature on differentiation

doi: 10.26529/cepsj.1042 The Inclusion of Differentiation in Literacy Lessons in the First and Second Grades of Slovenian Primary School Jasna Švajger1 • In the modern educational process, teachers adapt lessons to the student’s individual abilities, prior knowledge, interests and social skills. The present study, whose aim is to examine the inclusion of differentiation in literacy lessons in the first and second grades of Slovenian primary schools, was carried out on a smaller scale (N = 79) . It aims to determine the views of first-and second-grade primary school teacherson differentiation, and to find out how differentiation takes place in literacy lessons and which factors affect student performance in class. The results show that the inclusion of differentiation in literacy lessons is present in the entire initial literacy teaching process, and that Slovenian teachers undergo regular training and professional development courses in this area, thus contributing to the educational success of students and affecting their personal growth and development. Teachers estimate that the intertwining of individual abilities, family environment, engagement in co-curricular activities and well-developed social skills represents a key factor in student success. It was expected that internal differentiation would be more effective than external differentiation. Surprisingly, however, teachers report that heterogeneous groups do not enhance educational efficiency. Keywords: differentiation, lessons, student, teacher, teaching literacy 1 Drska Primary School Novo mesto, Slovenia; [jasna.svajger@os-drska.si](jasna.svajger@os-drska.si). 14 the inclusion of differentiation in literacy lessons in the first and second ... Vključevanje diferenciacije pri pouku opismenjevanja vprvem in drugem razredu osnovne šole Jasna Švajger • V sodobnem vzgojno-izobraževalnem procesu učitelji prilagajajo pouk učenčevim individualnim zmožnostim, predznanju, interesom in socialnim spretnostim. Raziskavo, katere namen je bil preučiti vključevanjediferenciacije pri pouku opismenjevanja v prvem in drugem razredu slovenske osnovne šole, smo izvedli v manjšem obsegu (N = 79) . Cilji raziskave so bili ugotoviti, kakšna so stališča učiteljev, ki poučujejo [v 1. in](v 1. in) 2. razredu osnovne šole, do diferenciacije. Želeli smo izvedeti, kako poteka diferenciacija pri pouku opismenjevanja in kateri dejavniki vplivajo na uspešnost učencev pri pouku. Rezultati so pokazali, da je vključevanje diferenciacije v pouk opismenjevanja prisotno v celotnem procesu začetnega opismenjevanja in da se slovenski učitelji redno izobražujejo in izpopolnjujejo na tem področju ter s tem vplivajo na uspešnost učencev na učnem in osebnostnem področju. Učitelji ocenjujejo, da so med glavnimi dejavniki za uspešnost učencev preplet individualnezmožnosti, družinskega okolja, vključenosti učencev v šolsko dejavnostin razvite socialne spretnosti. Pričakovana je ugotovitev, da je notranja diferenciacija učinkovitejša od zunanje, presenetljiva pa je ugotovitev, da heterogene skupine po mnenju učiteljev ne prispevajo k večjiučinkovitosti. Ključne besede: diferenciacija, opismenjevanje, pouk, učenec, učitelj Introduction In 1996, the Primary School Act was adopted in Slovenia (Official Journal of the Republic of Slovenia, No. 81/06 – official consolidated text, 102/07, 107/10, 87/11, 40/12 – Financial Balance Act, 63/13 and 46/16 – Organisation and Financing of Education Act), which states in Article 40 that teachers are obliged to differentiate lessons and other types of organised work in accordance with the students’ abilities. This applies to all primary school students (grades 1 to 9) . Differentiation was introduced into teaching after the Second World War, in 1958, with the abolition of the dualistic system and the introduction of eight-year, and later nine-year, primary school (Blažič et al., 2003) . In the 1970s, internal differentiation and individualisation also b

FAQs

What is the main aim of the study?

To examine the inclusion of differentiation in literacy lessons in Slovenian primary schools and to determine teachers’ views on differentiation, including how it takes place and which factors affect student performance.

How many participants were included in the research?

The study was carried out on a smaller scale with N=79 participants.

What factors do teachers consider key for student success?

Teachers estimate that individual abilities, family environment, student engagement in co-curricular activities, and well-developed social skills are key factors for success.

Oct 15, 2026

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