Learning Styles of Typical Readers and Dyslexic Adolescents

Autor/inn/en	Andreou, Eleni; Vlachos, Filippos
Titel	Learning Styles of Typical Readers and Dyslexic Adolescents
Quelle	In: Journal of Visual Literacy, 32 (2013) 2, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-144X
DOI	10.1080/23796529.2013.11674707
Schlagwörter	Foreign Countries; Secondary School Students; Cognitive Style; Learning Modalities; Preferences; Dyslexia; Comparative Analysis; Hypothesis Testing; Statistical Significance; Multisensory Learning; Visual Learning; Auditory Perception; Kinesthetic Perception; Children; Intelligence Tests; Questionnaires; Multivariate Analysis; Statistical Analysis; Greece; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Cognitive styles; Kognitiver Stil; Lernumgebung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Hypothesenprüfung; Hypothesentest; Sensorische Stimulation; Visual education; Visuelles Lernen; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Kinaesthetic perception; Ästhetische Wahrnehmung; Child; Kind; Kinder; Intelligence test; Intelligenztest; Fragebogen; Multivariate Analyse; Statistische Analyse; Griechenland
Abstract	The present study examined the link between learning styles and dyslexia in secondary school students, using the Visual-Auditory-Kinesthetic (VAK) learning styles model. According to the VAK model, most people possess a dominant or preferred learning style, however some people have a mixed and evenly balanced blend of the three styles. Our hypothesis was that differences would be revealed between students with dyslexia and their typical peers in preferred ways to learn. A total of 43 secondary school students formed the LD group (32 boys and 11 girls) who were diagnosed with dyslexia, and attended mainstream schools. A comparison group was formed of pupils who attended the same classes (N = 86), and were matched for age and gender with dyslexics (1 dyslexic: 2 control). The self-administered VAK test used to assess participant's predominant learning style. Although statistical significant differences between typical readers and students with dyslexia were not observed, there was a mixture of learning styles amongst the participants, indicating that students with dyslexia use more often multimodal approaches and possibly that is the reason they usually benefit from multi- sensory methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01