Fifth graders with a visual learning style scored higher than those with an auditory learning style on listening and reading comprehension measures. Consistent with earlier findings with adults, results failed to find a significant relationship between auditory or visual learning style preference and comprehension. The current study uses the same design and methodology as its predecessor, but on a school-aged population, making it the first of its kind. The caveat to the 2015 study is that it was conducted with adult learners. Their study has been noted as “The only study located through the systematic literature search across six different databases and the screening of more than 1000 records that was totally aligned with Pashler’s criteria” ( Aslaksen and Loras, 2018, p. (2015) examined the extent to which learning style predicts comprehension and retention based on mode of instruction. Focusing specifically on the visual/auditory dichotomy, Rogowsky et al. (2015) published the first study following the experimental design prescribed by Pashler et al. (2009) noted, “.very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education” (p. Having conducted an extensive review of the literature, Pashler et al.
Despite a lack of empirical evidence, teaching to a student’s perceived learning style remains common practice in education ( Pashler et al., 2009). Teachers commonly categorize students as visual or auditory learners. 4Center for Human Development, University of California, San Diego, San Diego, CA, United States.3Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, United States.2Independent Researcher, Nashville, TN, United States.1Department of Teaching and Learning, Bloomsburg University of Pennsylvania, Bloomsburg, PA, United States.
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