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Is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance?

Is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance?
Is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance?
Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one’s reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks’ reading comprehension training. The results showed that, first, both learning styles contributed to students’ reading comprehension, inference, main idea abstraction, and reading anxiety. Second, the TSDCLS contributed more to reading anxiety, and the SCLS contributed more to reading comprehension. Both learning styles had similar effects on inference and main idea abstraction. From the correlation test, excluding the correlation between SCLS and reading anxiety which was not significant, all other effects were significant. These findings are discussed along with implications and ideas for future research.
reading comprehension, reading research, intervention, teaching style, learning style
1664-1078
Dong, Yang
25c142a2-0f3e-4d4c-86c5-f081281fcd9c
Wu, Sammy Xiaoying
d5e0bd34-2969-4912-ab97-9fbc7374d01c
Wang, Weisha
3b06920a-f578-41b8-a356-7e2da53d3bf6
Peng, Shuna
fb9334a1-0799-4fdf-8b0b-f9e7118c3726
Dong, Yang
25c142a2-0f3e-4d4c-86c5-f081281fcd9c
Wu, Sammy Xiaoying
d5e0bd34-2969-4912-ab97-9fbc7374d01c
Wang, Weisha
3b06920a-f578-41b8-a356-7e2da53d3bf6
Peng, Shuna
fb9334a1-0799-4fdf-8b0b-f9e7118c3726

Dong, Yang, Wu, Sammy Xiaoying, Wang, Weisha and Peng, Shuna (2019) Is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance? Frontiers in Psychology, 10, [2630]. (doi:10.3389/fpsyg.2019.02630).

Record type: Article

Abstract

Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one’s reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks’ reading comprehension training. The results showed that, first, both learning styles contributed to students’ reading comprehension, inference, main idea abstraction, and reading anxiety. Second, the TSDCLS contributed more to reading anxiety, and the SCLS contributed more to reading comprehension. Both learning styles had similar effects on inference and main idea abstraction. From the correlation test, excluding the correlation between SCLS and reading anxiety which was not significant, all other effects were significant. These findings are discussed along with implications and ideas for future research.

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Manuscript_Learning style and Reading performance comparison_20191104 - Accepted Manuscript
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Accepted/In Press date: 7 November 2019
e-pub ahead of print date: 27 November 2019
Keywords: reading comprehension, reading research, intervention, teaching style, learning style

Identifiers

Local EPrints ID: 436250
URI: http://eprints.soton.ac.uk/id/eprint/436250
ISSN: 1664-1078
PURE UUID: 669c66e8-c43e-4495-a858-ff0cd4396958
ORCID for Weisha Wang: ORCID iD orcid.org/0000-0002-2985-3416

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Date deposited: 04 Dec 2019 17:30
Last modified: 16 May 2020 00:42

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