| Purpose. The central purpose of this study was to determine the degree to which testing to identified learning styles of remedial readers affected their oral and silent reading and listening comprehension.;Findings. Pupils in the experimental group scored significantly higher than did pupils in the control group on the oral and silent reading comprehension sections of The Spadafore Diagnostic Reading Test. These pupils, however, did not achieve higher mean scores on the listening comprehension section of The Spadafore Diagnostic Reading Test. When learning style preferences, as indicated on the Reading Style Inventory, were accommodated, improved student comprehension resulted, except in the area of listening skills. The Wilcoxon matched-Pairs Rank Test with a.01 significance level was used.;Conclusions. The findings of this study support the conclusion that teaching to identified learning styles of remedial readers, does improve their oral and silent reading comprehension scores, as measured by The Spadafore Diagnostic Reading Test.;Procedure. The study took place in a school system in Northwest Ohio and involved 42 Chapter I remedial reading elementary students. There were 22 pupils in the experimental group and 20 pupils in the control group. The experimental treatment consisted of methods and materials designed to accommodate identified individual preferences for learning styles and emotional, sociological, physical, and environmental factors. A Two-Sample Hypothesis Testing Procedure was used. Three means and three variances were employed. The Spadafore Diagnostic Reading Test and the Reading Style Inventory instruments were used in the study. |
