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040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aRogowsky, Beth A.
245	1	0	_aMatching learning style to instructional method : _beffects on comprehension / _cBeth A. Rogowsky, Paula Tallal, Barbara M. Calhoun
260			_cFebruary 2015.
440			_aJournal of Educational Psychology _n107 : 1, page 64-78
520			_aWhile it is hypothesized that providing instruction based on individuals' preferred learning styles improves learning (i.e., reading for visual learners and listening for auditory learners, also referred to as the meshing hypothesis), after a critical review of the literature Pashler, McDaniel, Rohrer, and Bjork (2008) concluded that this hypothesis lacks empirical evidence and subsequently described the experimental design needed to evaluate the meshing hypothesis. Following the design of Pashler et al., we empirically investigated the effect of learning style preference with college-educated adults, specifically as applied to (a) verbal comprehension aptitude (listening or reading) and (b) learning based on mode of instruction (digital audiobook or e-text). First, participants' auditory and visual learning style preferences were established based on a standardized adult learning style inventory. Participants were then given a verbal comprehension aptitude test in both oral and written forms. Results failed to show a statistically significant relationship between learning style preference (auditory, visual word) and learning aptitude (listening comprehension, reading comprehension). Second, participants were randomly assigned to 1 of 2 groups that received the same instructional material from a nonfiction book, but each in a different instructional mode (digital audiobook, e-text), and then completed a written comprehension test immediately and after 2 weeks. Results demonstrated no statistically significant relationship between learning style preference (auditory, visual word) and instructional method (audiobook, e-text) for either immediate or delayed comprehension tests. Taken together, the results of our investigation failed to statistically support the meshing hypothesis either for verbal comprehension aptitude or learning based on mode of instruction (digital audiobook, e-text)
521			_aPsychology
650			_aAudiobooks.
650			_aStudy and teaching.
650			_aGray oral reading test.
650			_aLearning styles.
942			_cA _2lcc
998			_c74793 _d133156
999			_c71960 _d71960