Reading instruction and long term changes in reading test scores
Jackson, Harriet Elizabeth
Hare, Dwight R.
The purpose of this study was to analyze the Mississippi Curriculum Test (MCT) reading scores of a cohort of eighth grade students in an east central Mississippi school to determine if there was a statistically significant difference in the MCT reading scale scores between students taught by their learning style and those taught by a basal approach. Research in learning styles has demonstrated that the process of assessing and matching students’ learning styles with activities or styles of the teacher results in significant increases on standardized tests of reading achievement. Students who prefer a conventional setting (difficult classes in the morning, working alone, bright lights, formal desks, etc.) are in the minority. The research design used was causal-comparative because groups were already intact and the research was to explore existing differences in groups of students. The Learning Styles group outperformed the Basal group at every grade level. The Learning Styles group had a lower percentage of students scoring in the Minimal and Basic proficiency levels in every grade than the state average. The percentage of students scoring in the Proficient and Advanced proficiency levels for the Learning Styles group was higher in every grade than the state average.