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Learning style and intelligence of reading disabled students.

R Sinatra, L Primavera, W J Waked

Perceptual and Motor Skills

|December 1, 1986

Summary

This study found no significant link between learning styles and WISC-R performance in students with reading disabilities. This lack of association supports the learning style inventory's construct validity.

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Area of Science:

Educational Psychology
Neuropsychology

Background:

Reading disabilities often correlate with visual-spatial preferences and higher WISC-R Performance Scale scores.
Previous research suggests a pattern in learning styles and cognitive abilities for students with reading challenges.

Purpose of the Study:

To investigate the relationship between the Learning Style Inventory and Wechsler Intelligence Scale for Children-Revised (WISC-R) scales in reading disabled students.
To assess the construct validity of the Learning Style Inventory by examining correlations with WISC-R scores.

Main Methods:

Selected participants with WISC-R IQs of 90 or better and a Learning Style Inventory consistency score of 75 or higher.
Correlated elements from the Learning Style Inventory with various WISC-R scales and subtest scores.

Main Results:

Generally found a non-meaningful pattern of correlations between the Learning Style Inventory and WISC-R Performance-type functioning.
Contrary to expectations, no significant associations were observed.

Conclusions:

The lack of association between the Learning Style Inventory and WISC-R performance supports the inventory's construct validity.
Findings suggest that learning style preferences may not directly align with specific WISC-R performance patterns in this population.

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