Relationships among Cognitive Style, Learning Style and Targeted Reading Skills
Keyword
Cognitive StyleLearning Style
Targeted Reading Skills
Reading Test
Word Lists
Style Relationship
Date Published
1979-08-01Metadata
Show full item recordAbstract
This study investigated the relationships among cognitive style, learning style and targeted reading skills. To determine the variables the sample, 18 college students, was given the Group Embedded Figures Test, an adaptation of the Grasha-Riechmann Student Learning Styles Questionnaire, the McGraw-Hill Basic Skills System Reading Test, the LaPray-Ross Graded Word List, and a cloze passage. The test scores and subscores were computer analyzed to determine correlation coefficients. Significant results were found between cognitive style (field dependence/independence) and several of the targeted reading skills. No significant correlation was shown between cognitive style and learning style. Learning style did not correlate significantly with the targeted reading skills.Related items
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Teachers’ Beliefs, Perceptions, and Use of Reproduction and Production Teaching Styles in Physical EducationHistorically, Physical Education (PE) teachers have utilized traditional teaching styles for PE instruction. There has been a growing emphasis over the past 20 years, however, for teachers to utilize a variety of teaching styles in PE in order to meet National and State standards along with goals and objectives of learning in the psychomotor, cognitive, and affective domains. This synthesis, then, reviewed literature regarding teachers’ perceptions and beliefs about, and intentions to utilize both reproduction (teacher-centered) and production (student-centered) teaching styles in PE. The three research questions used for this synthesis include: (a) what are teachers’ perceptions relative to the different teaching styles used in PE, (b) what are PE teachers’ beliefs about reproduction and production teaching styles and their relationship to the content being taught, (c) do intended curricular goals across the three domains of learning influence teachers’ choices of particular teaching styles for instruction? Data for this synthesis was collected using EBSCOHOST (found on The College at Brockport’s Drake Memorial Library online research website) and Google Scholar search engines. Key words in SPORTDiscus and the Google Scholar search engine were utilized to find 10 studies that focused on the synthesis’s purpose and research questions. An article grid was composed with data from each of the articles that made up the critical mass. Results influenced three key points that should be taken away from this synthesis: PE teachers prefer the utilization of reproduction styles over production styles; PE teachers’ beliefs about teaching styles impact which teaching styles they implement; and, PE teachers need to increase the usage of production teaching styles as a means to develop not only psychomotor goals in the PE curriculum, but cognitive and affective goals as well. Administrators and colleges can use this information to assist teachers in learning how to implement and utilize the different teaching styles.
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Perceptual Modality Preference Effect of Student PerformancePast research indicates that a person's individual learning style is unique. Certain interactions take place in the classroom that occur as a result of student's and teacher's learning styles and these interactions can have an effect on how well a student learns. Some researchers have suggested that matching students' learning styles with complementary teaching styles can have a positive, significant effect on student performance or achievement. The purpose of this study was to investigate the premise that students and teachers whose styles matched would be reflected on student performance. Student performance in this study was measured by students' grade point averages. The intent was to determine if students with a visual or auditory perceptual preference, taught by a teacher with a similar perceptual modality preference, would have higher grade point averages than students who did not exhibit the same perceptual modality preference as their teachers. The Learning Styles Inventory by Jerry F. Brown and Richard M. Cooper was the diagnostic instrument administered to both the teachers and the students in this study to determine their perceptual modality preferences. Four teachers and 96 students were the population for this study. Students who matched or mismatched their teachers according to perceptual modality preference was determined by giving students and teachers the inventory lists in the appendices. The researcher was also provided with all the grade point averages of the students who participated in the study and the mean of the four grade point averages for the 1985-1986 school year was determined. It was hypothesized that students with a visual or auditory perceptual preference taught by a teacher with a similar preference would have a higher grade point average than students whose preferences do not match their teachers. Results indicated that students with a perceptual modality preference similar to their teachers' preferences did not have higher grade point averages than students who mismatched their teachers. Student performance did not differ between students whose perceptual modality preferences matched or mismatched their teachers as measured by grade point averages. Students apparently adapt to different instructional techniques and materials that require the use of different perceptual modalities despite their stronger preference.
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An Investigation of Fifth Graders Reported Reading Style Perceptual Preferences and Reading AchievementOne hundred twenty-one fifth grade students attending a rural public school and of a mixed socioeconomic and academic background were surveyed to determine their perceptual reading style preferences. The Reading Style Inventory (RSI) was used to obtain the perceptual preferences the subjects preferred during reading activities. Reading Achievement scores were obtained from the results of the Stanford Achievement Test, administered in May of the subjects fourth year. The study was designed to determine if there was a significant relationship between the reported preference in the reading style element of perception and the reading achievement of above average, average and below average fifth grade students. A significant relationship was found between the fifth graders reported preference for learning auditorially and their reading achievement. Some trends were evident in the perceptual categories of visual, tactile and kinesthetic learning. Students in the above average and below average reading achievement groups had the greatest impact on whether or not a relationship was found or a trend indicated.
