Abstract:
The positive effect of accommodating learning preferences on reading comprehension, writing, and motivation/attitude towards learning has been thoroughly researched among other variables, albeit not in this combination. This study aims at analyzing the elements that motivate a student to learn and the elements that lead to academic achievement. The study is based on the Dunn and Dunn’s preferred learning style theory which emphasizes that students have their own learning style and that the learner’s physical, emotional, and sociological needs must be satisfied within the learning environment in order to optimize achievement and academic satisfaction. Using an ABAB single case study design, an investigation on a fourth grader with learning problems was conducted to determine how learning style preferences affect reading comprehension achievement, writing achievement, and student motivation/attitude. The intervention was spread over two months. The first month was dedicated to reading comprehension, and the second to writing. The teacher alternated between traditional teaching and teaching that accommodates his learning preferences. His achievement was evaluated through CBM, and his motivation/attitude through an adapted version of the Student’s Motivation toward Science Learning, along with an informal questionnaire, Attitude toward Learning Reading and Writing survey that was administered at the end of each session. Prior to the intervention, the student’s learning style was assessed by the Dunn and Dunn Learning Styles (ELS version) to develop an individualized learning style program. Results showed that the student’s reading comprehension achievement, writing and motivational/attitude levels increased significantly when instruction used the student’s preferred learning style. The results of these findings can be utilized by educators and parents to help maximize achievement and motivational/attitude levels in English.
