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
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.
Recommended Citation
Monforto, Leslie-Ann D., "A correlational study on how reading scores are affected by complementing learning and teaching styles in multiple kindergarten settings" (2006). Theses and Dissertations. 913.
https://rdw.rowan.edu/etd/913
