Learning Style and Intelligence of Reading Disabled Students

1986 ◽  
Vol 63 (3) ◽  
pp. 1243-1250 ◽  
Author(s):  
Richard Sinatra ◽  
Louis Primavera ◽  
William J. Waked
Keyword(s):  
Construct Validity ◽  
Learning Style ◽  
Spatial Domain ◽  
Disabled Students ◽  
Learning Style Inventory ◽  
Visual Spatial ◽  
Verbal Scale ◽  
The Relationship ◽  
Performance Scale ◽  
Reading Disabled

This study examined the relationship between elements of the Learning Style Inventory and various scales of the WISC—R for reading disabled students. Previous research generally suggests that reading disabled students have preferences that tap the visual-spatial domain and have higher WISC—R Performance Scale and subtest scores than Verbal Scale and subtest scores. Subjects with IQs of 90 or better on either the Verbal or Performance Scales of the WISC—R and a consistency score of 75 or better on the inventory were selected. Contrary to what might be expected, data generally showed a nonmeaningful pattern of correlations between scales of the Learning Style Inventory and WISC—R Performance-type functioning. However, as an important part of the validation of the inventory, lack of association between the two can be interpreted as support for its construct validity.

IQ DISCREPANCIES AMONG IMPULSIVE AND NON-IMPULSIVE INMATES

1992 ◽  
Vol 20 (3) ◽  
pp. 213-217 ◽  
Author(s):  
Shirley N. Myers ◽  
Jon B. Ellis
Keyword(s):  
Future Research ◽  
Criminal Behaviour ◽  
Verbal Scale ◽  
The Right ◽  
The Relationship ◽  
The Brain ◽  
Performance Scale

The intention of this study was to examine the relationship between the right and left hemispheres of the brain and criminal behaviour. It was predicted that prisoners scoring higher on the Verbal scale than the Performance scale of the WAIS-R would tend to commit more analytical thought-out crimes. Those scoring higher on the Performance scale may be more impulsive type criminals and tend to commit crimes less thought out. A total of 51 inmates were tested with the WAIS-R. Inmates who scored lower on the Verbal scale than the Performance scale tended to be more impulsive. Due to the overlap in crimes committed by both types of criminals, it was recommended that future research in this area may include a third category of both impulsive-non-impulsive along with the separation of the two categories.

scholarly journals The relationship between learning styles and students` chemistry achievement

2018 ◽  
Vol 37 (1) ◽  
pp. 79
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Chemistry Education ◽  
Second Grade ◽  
Chemistry Achievement ◽  
Learning Style Inventory ◽  
Second Grade Students ◽  
Oxidation Reduction ◽  
Chemical Content ◽  
The Relationship

This research aimed to determine the chemical content which is the most challenging for students, and also to study the differences in chemistry achievement among students who prefer different learning styles. The study was carried out on the sample of 265 second grade students (aged 15–16 years) from seven grammar schools in Vojvodina (Serbia). Two instruments were applied in the study to determine the learning styles: chemistry knowledge test and Learning Style Inventory (LSI version 3.1). According to the findings, students have difficulty learning the contents of the topics Chemical Equilibrium, Salt Hydrolysis and Oxidation-Reduction Reactions. The findings show that there is a significant relationship between achievements in chemistry and students’ learning styles. The findings obtained in this research represent a step towards improving chemistry education since they identified the topics that students find it the most difficult to learn.

scholarly journals The Relationship between Learning Style and Quantitative/Qualitative Information Recall Performance

2006 ◽  
Author(s):  
A.B.M. Abdullah ◽  
Jerry Ligon
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
Recall Performance ◽  
Quantitative Information ◽  
Qualitative Information ◽  
Information Recall ◽  
Learning Style Inventory ◽  
The Relationship ◽  
Learning Style Preference

This study examined the ability of individuals to recall qualitative or quantitative information contained in reading passages. The subjects’ scores on the Kolb Learning Style Inventory (KLSI) were analyzed to determine if an individual’s learning style preference affected his/her information recall performance. Demographic variables, including age, sex, grade level, employment status and length, and ethnicity were also included in the analysis. One-way ANOVA analysis was conducted to test two proposed hypotheses. Results indicated that there was significant relationship between individuals learning styles and their ability to recall qualitative information. However, for the quantitative information the results were inconclusive. Regression analysis also indicated that there was a significant relationship between the type of information recalled and recall performance. In addition to information type (qualitative/quantitative), the abstract-to-concrete AC-CE dimension score of the KLSI was also found to have significant impact on information recall performance.    

Performance of Mexican American Children on Intelligence Tests

1978 ◽  
Vol 44 (6) ◽  
pp. 438-443 ◽  
Author(s):  
Kathryn Clark Gerken
Keyword(s):  
Mexican American ◽  
Intelligence Tests ◽  
Primary Scale ◽  
Verbal Scale ◽  
Iq Scores ◽  
Anglo American ◽  
American Children ◽  
Relationship Of ◽  
The Relationship ◽  
Performance Scale

The purpose of this study was to consider the relationship of type of intelligence test (verbal with verbal directions, nonverbal with verbal directions, nonverbal with nonverbal directions), examiner group membership (Mexican American, bilingual Anglo American, monolingual Anglo American), and language dominance of the children (Spanish, bilingual, English) to the performance of Mexican American children on intelligence tests. The 25 children obtained significantly higher IQ scores on the Leiter International Performance Scale (LIPS) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) Performance Scale than on the WPPSI Verbal Scale and WPPSI Full Scales. No significant effect was found for examiner groups, but the dominant language of the child did significantly affect the scores on the intelligence tests with the Spanish dominant children obtaining the lowest mean IQ scores of all three groups.

Empirical Note on Creativity as a Covariate of Learning Style Preference

1991 ◽  
Vol 73 (1) ◽  
pp. 265-266 ◽  
Author(s):  
Edmund J. Boyle ◽  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Style Inventory ◽  
Covariate Effects ◽  
Empirical Note ◽  
The Relationship ◽  
Learning Style Preference

A great deal of research has examined students' preferred learning styles as measured by Kolb's 1985 Learning Style Inventory, but little effort has been made to test the covariate effects of other individual psychological facets, such as creativity, on preferred learning style. For a sample of 84 college undergraduates, the relationship between learning style and Raudsepp's problem-solving creativity scale was observed not to covary.

scholarly journals An Analysis of the Relationship between Students’ Scientific Attitude and Students’ Learning Style in Junior High School

2020 ◽  
Vol 3 (3) ◽  
pp. 185-195
Author(s):  
Ikmanda Nugraha ◽  
Nabilah Kinanti Putri ◽  
Hayat Sholihin
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Style ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Scientific Attitude ◽  
School Students ◽  
Learning Style Inventory ◽  
The Relationship

The objectives of this study were to profile the relationship of scientific attitude level and learning style preference among junior high school students in Bandung. This study utilized a survey research design with a total sample size of 110 students. A scientific attitude questionnaire and a visual, auditory, and kinesthetic (VAK) learning style inventory were administered in this study. The questionnaire measures five aspects of scientific attitude, specifically rationality, curiosity, open-mindedness, aversion to superstition, and objectivity. The VAK learning style inventory evaluates the preferred means of receiving sensory information. The scientific attitude questionnaire provided consistent results, as indicated by its reliability coefficient (0.896). The results show that junior high school students have an average level of scientific attitude and generally prefer a kinesthetic learning style.  There was a medium relationship between scientific attitude and learning style among the students (Cramer’s V coefficient = 0.239).  It is concluded that learning style must be considered in implementing a science lesson, especially in the Indonesian context.

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