Assessment tool for developing young learner’s language skills contents introduction chapter I. Teaching reading and writing skills to young learners

Results of the post-semi-structured interview with the experimental group

Let's start with the fact that there were questions regarding the attitude of students to the use of blogs. All students enjoyed using blogs because it was something new and different from the traditional use of textbooks (Figure 4).
Figure 4: Reasons for students' positive attitudes towards using computers

Then, given the improvement in literacy skills, all students stated that blogging was easier than traditional writing assignments because they preferred to write on the computer to express their opinions and because they did not receive grades (Figure 5).
Finally, the students answered questions about improving their e-literacy. Students stated that the use of computers made it easier to use word processing, surf the Internet, and use correct spelling using the keyboard.
Results of preliminary testing in both groups
Before a differentiated briefing to test the existing knowledge of students, both groups were given the same preliminary testing. The pretest also performed a diagnostic role. It consisted of 10 tasks; a pre-reading task and a reading task, vocabulary exercises, a post-reading task and finally a writing task. In the experimental group, three female students scored 97%, 89% and 88%, respectively, while a male student scored 77% (Fig. 6). In the written part, the female students scored 3/5, 4/5 and 1/5, while the boy did not score at all (the male student presented many grammar, syntax and lexical errors in the preliminary test).
Figure 5: Increasing literacy rates

The students in the control group performed well on the task. They scored 96%, 92% and 76%, and in the written part 3/5, 2/5 and only one student scored 1/4. The student who scores ¼ has a cochlear implant and is hard of hearing. According to Dostal and Wolbers (2014), students with hearing impairments have difficulty with literacy skills because they do not have sufficient access to understandable information.
The students in the experimental group showed little improvement. However, 2 out of 4 students scored lower on the final test. This can be explained by fatigue. As for the written part, they all scored a little more points than in the preliminary letter. As for the control group, the students showed the same results as in the preliminary test.
Overall, the findings suggest that all students in the experimental group improved their writing skills after participating in differentiated learning using blogs. All of them scored higher in the written portion of the post-test (Table 1). This finding answers the first question of the study, which was whether blogs improve students' writing skills because they (in other words, blogs) offer students an incentive to write.
Table 1. Indicators of the experimental group before and after testing.

STUDENT	FLOOR	PRE-TEST CHECK	LETTER BEFORE THE TEST	POSTTEST CHECK	WRITING AFTER THE TEST
S1