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The current study examines the effects of Differentiated Instruction (DI) on the reading skills in the EFL classroom (2 Baccalaureate, Arts-stream) in one High School in Morocco. One EFL class is taught reading comprehension lesson in the traditional one-size-fits-all instruction and later in the differentiated mode. The teacher observed for this study modified the reading instruction based on students’ interests. The study investigates flexible grouping as a DI reading strategy used to differentiate reading instruction. Students were surveyed after the implementation of DI methodology to measure the impact of differentiated instruction on their involvement in the reading skill. A grounded theory format is used to investigate the data collected, mainly the researcher’s observation and interviews Patton (2002).A case study methodology is very informative in identifying students’ needs in reading .It also provides the teacher with insights while planning for effective ways to cater for student’s needs. A qualitative survey of students’ attitudes is also examined to delve much deeper into the human dimensions of DI’s impact on the learners. Keywords— Differentiated Instruction, EFL Class, Reading Comprehension, Flexible Grouping.

A Case Study of Differentiated Instruction in the EFL Reading Classroom in one high school in Morocco