On the Relationship between Sensory Learning Styles and Reading Subskill Profiles: An Application of Fusion Model | ||
| جستارهای زبانی | ||
| Article 11, Volume 15, Issue 3 - Serial Number 81, 1403, Pages 245-274 PDF (503.65 K) | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/LRR.15.3.245 | ||
| Authors | ||
| Mona Askari* 1; Hossein Karami2 | ||
| 1M.A, English Department, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran | ||
| 2Assistant Professor, English Department, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran | ||
| Abstract | ||
| The role of learning styles in academic performance has long been the question of many educationalists. Sensory learning styles, which categorize learners into three groups of visual, auditory, and tactile students, have been said to be likely to play parts in academic performance. The purpose of the present study is twofold. Initially, this study aimed to see what weaknesses Iranian university students have in reading comprehension task. The next step was to seek if possessing different sensory learning styles can lead to a significant difference regarding reading comprehension performance. In this study, Cognitive Diagnostic Assessment was applied to provide us with comprehensive mastery reading subskill profiles of everyone. To do so, a reading comprehension test along with a learning style questionnaire were given to 301 Iranian university students, the responses were all divided into either correct or incorrect responses, and according to examinees’ questionnaire, they were categorized into three groups of visual, auditory, and tactile learners. According to the present study, Iranian university students were found to have difficulty dealing with implicitly stated information, understanding difficult vocabulary, and summarizing the textual information. Regarding the second question of this study, visual learners performed significantly better than their auditory counterparts in four skills of Basic Linguistic Knowledge, Implicitly Stated Information, Understanding Difficult Vocabulary, and Understanding Complex Text. However, no significant difference was found between auditory and tactile participants. This result reinforces the prominent role of learning styles in academic and educational settings, to develop efficient instructions and curriculums that best meet learners’ needs. | ||
| Keywords | ||
| cognitive diagnostic assessment; fusion model; learning styles; reading skills | ||
| References | ||
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