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According to the Institute for learning styles research, there are seven learning styles, which facilitate knowledge comprehension. Print, aural, haptic, interactive, kinesthetic, and olfactory are the seven perceptual learning styles they have listed. The print learner is able to understand printed material. The aural learner prefers listening over reading, and a haptic learner is partial to a hands-on approach. But there are also those who learn better from other styles as well.
They need to construct meaningful mental illustration to keep data. Kinesthetic learners study best through body movement and they remember and process information through interacting with the space around them. With the principles of VAK, improving vocabulary retention of learners can be done
This student prefers the teacher uses graphs, charts, maps, pictures, etc. The student with auditory preference likes to listen to learn information. They prefer also to speak about what they learn. Read/write learners like diaries, dictionaries, books, highlighting, handouts, etc. This category was added after the assessment was originally created, because the founder saw that there was yet another way of learning that had not been previously covered in the visual, auditory, and kinesthetic categories.
There is no exact definition of the word learning, and in fact it is quite difficult to specify. An appropriate means of defining learning is “a process through which individuals acquire and assimilate new knowledge and skills that result in relatively permanent behaviour changes” (Morley et al 2013). With this in mind, it is evident that there are numerous interpretations upon which these opinions vary with the individuals’ personality and their unique learning style. However, one does not only learn information in a formal environment such as at school or in the workplace as we are constantly learning, sometimes even unintentionally. The mistakes we make teach us new lessons and skills.
The most physical learning strategy of them all, kinesthetic learners obtain information by movement and motion. In fact, the word kinesthetic refers to a student’s ability to learn through by use of physical activity. So although they’re at a slight disadvantage in the traditional classroom environment, when it comes to things like physical education (PE), and other outdoor activities, the tables are turned. The reason for this is because kinesthetic learners process information when they are given the opportunity to move around in a classroom environment. Their bodies want to know what the movement feels like to use it as a reference point later on.
Teachers are encouraged to use different audio-visual aids such as pictures and videos in a classroom to make the class interesting and authentic. The use of authentic materialsallowed the class activities that are related to real communication. As a result, the learners are shown different visual aids like map for giving direction, picture for describing any place or person and so on.Kleinman and Dwyer (1999) examined the effects of specific visual skills in facilitating learning. Their findings indicate that the use of color graphics in instructional modules as opposed to black and white graphics promotes better achievement in the learning of
The general purpose of the current study was to clarify the role and estimate the correlation of specific cognitive abilities with Second Language (L2) reading achievement of English Foreign Language (EFL) university students. To this aim the relationship between fluid intelligence, crystallized intelligence, and speed of processing with second language reading comprehension as three different kinds of tests were examined to predict participants’ reading achievement. In this regard McGrew (1993) stated that Reading Comprehension in the first language has cognitive correlate with fluid intelligence, crystallized intelligence, and speed of processing. However, since there are not ample available studies on the cognitive correlates of reading comprehension in a second language, we put our attention on the role of cognitive abilities of individuals to investigate second language reading
Instead of listening to the teacher exclusively, students and teachers interact equally. Group work is encouraged, and students learn to collaborate and communicate with one another. This form of teaching style works best for kinesthetic students, which are hands-on learners. This means that they learn best through figuring things out. Students taught like this are usually focused on fostering independence, hands-on learning, and
Visual-spatial intelligence is among the contributing factors of reading skill. There are two elements previously discussed that one must improve the reading ability through practices. First, children are urged to be aware of and recognize a smaller variation of the shape of alphabets that result in a different sound and meaning - for example, the word ‘mother’. Second, words are formed from a set of sounds symbolized by a set of alphabets. There are several elements in reading skill that require practice: first, understanding that a writing is the symbolization of words.