The purposes of this correlational study were to (a) observe the learning styles of groups of kindergarten students and the teaching styles of their corresponding teachers; and (b) determine the effects that the matching of similar learning and teaching styles had on students' reading performances. It was hypothesized that students whose learning styles matched that of their teachers' teaching styles would do significantly better on their reading scores than those students whose learning styles did not match that of their teachers' teaching styles. Teacher and students were assessed using an adaptation of Howard Gardner's Multiple Intelligences Test to determine their teaching and learning styles, respectively.
According to the results, most students demonstrated that they were linguistic learners. However, reading scores were not drastically affected when students were not paired with a teacher whose teaching style matched that of their learning style. Thus, the study rejected the hypothesis.
","abstract_html":"<p>The purposes of this correlational study were to (a) observe the learning styles of groups of kindergarten students and the teaching styles of their corresponding teachers; and (b) determine the effects that the matching of similar learning and teaching styles had on students' reading performances. It was hypothesized that students whose learning styles matched that of their teachers' teaching styles would do significantly better on their reading scores than those students whose learning styles did not match that of their teachers' teaching styles. Teacher and students were assessed using an adaptation of Howard Gardner's Multiple Intelligences Test to determine their teaching and learning styles, respectively.</p> <p>According to the results, most students demonstrated that they were linguistic learners. However, reading scores were not drastically affected when students were not paired with a teacher whose teaching style matched that of their learning style. Thus, the study rejected the hypothesis.</p>","abstract_has_math":false,"creators":["Monforto, Leslie-Ann D."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-06-29T07:00:00Z","date_published":"2006-06-29T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Multiple intelligences--New Jersey; Reading (Kindergarten)--New Jersey","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/913","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Monforto, Leslie-Ann D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Multiple intelligences--New Jersey; Reading (Kindergarten)--New Jersey","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/913"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this correlational study were to (a) observe the learning styles of groups of kindergarten students and the teaching styles of their corresponding teachers; and (b) determine the effects that the matching of similar learning and teaching styles had on students' reading performances. It was hypothesized that students whose learning styles matched that of their teachers' teaching styles would do significantly better on their reading scores than those students whose learning styles did not match that of their teachers' teaching styles. Teacher and students were assessed using an adaptation of Howard Gardner's Multiple Intelligences Test to determine their teaching and learning styles, respectively.
According to the results, most students demonstrated that they were linguistic learners. However, reading scores were not drastically affected when students were not paired with a teacher whose teaching style matched that of their learning style. Thus, the study rejected the hypothesis.
"]},{"key":"dc:title","label":"Title","values":["A correlational study on how reading scores are affected by complementing learning and teaching styles in multiple kindergarten settings"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Monforto, Leslie-Ann D."],"dc:date.available":["2016-04-06T07:00:00Z"],"dc:description.abstract":["The purposes of this correlational study were to (a) observe the learning styles of groups of kindergarten students and the teaching styles of their corresponding teachers; and (b) determine the effects that the matching of similar learning and teaching styles had on students' reading performances. It was hypothesized that students whose learning styles matched that of their teachers' teaching styles would do significantly better on their reading scores than those students whose learning styles did not match that of their teachers' teaching styles. Teacher and students were assessed using an adaptation of Howard Gardner's Multiple Intelligences Test to determine their teaching and learning styles, respectively.
According to the results, most students demonstrated that they were linguistic learners. However, reading scores were not drastically affected when students were not paired with a teacher whose teaching style matched that of their learning style. Thus, the study rejected the hypothesis.
"],"dc:identifier":["https://rdw.rowan.edu/etd/913"],"dc:subject":["Multiple intelligences--New Jersey; Reading (Kindergarten)--New Jersey","Elementary Education and Teaching"],"dc:title":["A correlational study on how reading scores are affected by complementing learning and teaching styles in multiple kindergarten settings"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:46Z"}