Date of Award
1999
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Gary D. Chamberlin, Ph.D.
Abstract
The ability to read is the very foundation of education at any level. This is particularly true at the postsecondary level. When institutions of higher education have open door policies it is incumbent upon them to provide assistance to any student requiring or requesting it. This assistance may take many forms. A formal course in developmental reading was the focus of this study. The purpose of the study was to determine if there was a relationship between individual learning styles, teaching styles, and teaching methods where the students enrolled in the developmental reading class had experienced success in grades K-6. Data were gathered from informal interviews, a researcher generated questionnaire, and the Myers-Briggs Type Indicator. The ACT scores and the pre-test Nelson-Denny Reading Test scores were obtained from the consenting students in the sample. A relationship between teaching methods and the learning styles of the sample was observed. The data were also used to determine student perceptions of their reading ability. It was found that generally the students did not report a realistic evaluation of their abilities based on the scores on the ACT and the Nelson-Denny Reading Test. It was concluded that a relationship between learning styles and student success did exist. It was recommended that educators and students learn more about how and why people learn.
Recommended Citation
Cucco, Lynda E., "College Students in Developmental Reading Classes: Influences of Learning Styles and Previous Instructional Methods in Grades K-6" (1999). Theses and Dissertations. 57.
https://research.ualr.edu/etd/57
