Date of Award
5-19-1991
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Charles L. Faires
Abstract
This report describes the process used by a small elementary school to develop and implement a reading styles and learning styles program for Chapter One students. Areas of need which were addressed include increasing the Chapter One student achievement scores in reading, conducting and coordinating the Chapter One pullout program with the classroom instructional program, and the initial reading styles and learning styles in-service training for staff members. An evaluation of the current Chapter one program scores led the practicum manager to question the method of reading instruction in the tutorial program and the possibility of mismatching children's learning style. To increase the Chapter One student achievement scores in reading, the Chapter One participants were administered the Reading Styles Inventory (RSI) and the Learning Styles Inventory (LSI). The results of the inventories were analyzed. Staff development in reading styles and learning styles has been extensive. The on-going staff development, as well as the analysis of the reading styles and learning styles inventories, has led to a more effective presentation of the student's daily instruction in his or her preferred modality. As a result of the practicum intervention, the pullout Chapter One program was eliminated and an in-class tutorial approach was established. The in-class approach matches student instruction with reading styles and learning styles. The Chapter One students had an average 10.2 Normal Curve Equivalency (NCE) gain or an 80% increase through the use of reading styles and learning styles.