An Investigation of Fifth Graders Reported Reading Style Perceptual Preferences and Reading Achievement

Abstract

One 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.