Date Approved

7-1-1998

Embargo Period

8-10-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall S.

Subject(s)

Fourth grade (Education); Reading (Elementary)

Disciplines

Elementary Education and Teaching

Abstract

Research has supported that by accommodating teaching methods to complement student learning styles, academic achievement and attitudes improve. The purpose of this study was to investigate the effect of multi-learning style based instruction, specifically perceptual preferences, on the reading achievement of fourth grade students. Forty-seven students in two intact classrooms from one elementary school participated in the pretest/posttest control group design. A pretest was given to both groups to ensure initial group equivalence. An experimental group then received multi-perceptual instruction for a period of two weeks while a control group was taught by traditional instruction. Following the instruction period, a reading posttest was administered to both groups. Analysis of independent and nonindependent t tests revealed a significant increase in multi-perceptual scores. It was concluded that multi-perceptual instruction was effective in improving the reading achievement of participating fourth grade students.

Share

COinS