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About Learning Styles

Three decades of doctoral level research provides compelling evidence that Learning Styles profoundly affects the achievement and success of students in a learning environment.

Implementaion and use of Learning Style initiatives can accomplish the following:

  • Significant gains in reading and mathematics achievement on standardized achievement tests and improved attitudes toward the testing situation

  • Higher reading comprehension, speed, and accuracy

  • Higher mathematics achievement

  • Improved study habits, attitudes, and behavior

  • Significantly increases career awareness achievement and career decision-making

  • Helps underachievers effectively increase their academic performance

  • Increases student self-esteem through more successful learning and achievement

  • Assists Learning Disabled (Learning Different) students in the mastery of difficult and challenging information

  • Reduced numbers of discipline problems and chronic truancy

The Learning Style Inventory (LSI - versions for grades 3 through 12) and the Productivity Environmental Preference Survey (PEPS - adult version), based on factor analysis, is a comprehensive approach to the diagnosis of an individual's learning style. These instruments, a useful tool in analyzing the conditions under which students prefer to learn, assesses individual preferences in the following areas:

  1. Immediate environment (sound, heat, light and design)
  2. Emotionality (motivation, responsibility, persistence and structure)
  3. Sociological needs (self oriented, peer oriented, adult oriented or combined ways)
  4. Physical needs (perceptual preference(s), time of day, food intake and mobility)

The Learning Style Inventory and the Productivity Environmental Preference Survey will:

  • Permit students to identify how they prefer to learn and will also indicate the degree to which their responses are consistent.
  • Provide a computerized summary of each student's preferred learning style.
  • Provide a basis for teacher/student interaction in the way(s) that each student learns best.
  • Provide suggested strategies for instructional and environmental alternatives to complement the student's revealed learning style.
  • Provide for appropriate student involvement in their unique learning prescriptions.
  • Provide a computerized class summary so that teachers can group students with similar learning style elements.

The LSI can be completed by students in grades three through twelve in approximately thirty minutes.

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