Giving Unequal Learners an Equal Chance
- 1 January 1992
- journal article
- research article
- Published by SAGE Publications in Remedial and Special Education
- Vol. 13 (1) , 19-29
- https://doi.org/10.1177/074193259201300104
Abstract
Persistent and biased phonics advocacy is evident in Snider's one-sided critique of the application of learning styles to the teaching of reading. Unlike discredited process approaches, teaching reading through students' reading style strengths has resulted in accelerated Zearning and significant gains in student motivation, reading fluency, and comprehension. This paper examines three areas of research: (a) the flawed research base in phonics tbqt led to widespread adoption of that system of teaching in the United States during the 1970s and 1980s; (6) the rapidly growing research base in learning styles, including the research and analyses that provide support for teaching students through their modality preferences and strengths; and (c) research with The Reading Style Inventory.This publication has 40 references indexed in Scilit:
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