Date Approved

6-29-2006

Embargo Period

4-6-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Multiple intelligences--New Jersey; Reading (Kindergarten)--New Jersey

Disciplines

Elementary Education and Teaching

Abstract

The purposes of this correlational study were to (a) observe the learning styles of groups of kindergarten students and the teaching styles of their corresponding teachers; and (b) determine the effects that the matching of similar learning and teaching styles had on students' reading performances. It was hypothesized that students whose learning styles matched that of their teachers' teaching styles would do significantly better on their reading scores than those students whose learning styles did not match that of their teachers' teaching styles. Teacher and students were assessed using an adaptation of Howard Gardner's Multiple Intelligences Test to determine their teaching and learning styles, respectively.

According to the results, most students demonstrated that they were linguistic learners. However, reading scores were not drastically affected when students were not paired with a teacher whose teaching style matched that of their learning style. Thus, the study rejected the hypothesis.

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