Comparative Analysis of Learning Styles of Reading Compensatory and Non-Compensatory First and Second Graders

Abstract

This study investigated the learning styles of two diverse groups of first and second graders, compensatory and non-compensatory students. Sixty children were given the Learning Style Inventory: Primary Version. A Chi-square Test of Independence was determined for each of 12 learning style components in order to ascertain differences in learning style between good and poor readers. Significant results were found between groups for the learning style elements of temperature, structure, and motivation. The learning style element of perception was indicative of a trend at the 0.10 level. Other elements, though not statistically significant in terms of differences between good and poor readers at the primary level, did indicate similarities in how these children preferred to learn.