Journal articles on the topic 'Reading style'

The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS) to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s) and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

In the past few decades, there have been eminent interests in reading performance as essential means for language input. In view of that, extensive studies have been conducted to explore the factors that affect reading performance from various aspects. In the cognitive psychology field, some studies have examined the relationship between field dependent-field independent (FD-FI) cognitive styles and working memory capacity (WMC) on English reading, respectively. However, only limited studies focused on the correlation among FD-FI cognitive styles, WMC and English reading performance. Therefore, this study was conducted to explain these correlations. A total of 42 intermediate “English as Foreign Language” (EFL) learners participated in this study. In order to measure the learners’ FD-FI cognitive style, WMC and English reading performance, the Cognitive Style Figures Test, reading span task and the International English Language Test System (IELTS) reading test were adopted, respectively. Data analyses such as Pearson’s correlation, independent sample t-test and two-way ANOVA were done using Statistical Package for the Social Science (SPSS) version 25. The results suggested a statistically significant correlation between FD-FI cognitive style and WM with English reading performance, respectively. The main effect of WM and FD-FI cognitive style is significant while the interaction between them is not significant in reading performance.

ABSTRACT In terms of making sense of unnatural narratives, there has been an ongoing debate between the unnatural approach and the cognitive approach—the former captures the distinct qualities of unnatural texts, and the latter examines how linguistic and narrative constructs express human concerns. This study adds an affective dimension to the discussion on combining these two perspectives on narrative and proposes to base the interpretive move on readers’ affective responses. It stresses the heterogeneity of the affective dimension and argues for the necessity of distinguishing between affect and emotion. On the correlation between the affective dimension and interpretive activities, two paths are suggested: the elicitation of affect signposts unnatural readings and the evocation of emotion points to cognitive readings. The essay also applies the proposed approach to reading two affectively distinct unnatural works—Italo Calvino’s If on a Winter’s Night a Traveller and Paul Auster’s Timbuktu.

This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.

Students’ reading habit and lecturers’ teaching in a classroom have a role to raise students’ achievement forbeing an important part of successful teaching and learning process. The aims of the research were toobserve 1) the lecturers’ teaching styles in teaching Extensive Reading class, 2) the students’ reading habit,and 3) the correlation between lecturers’ teaching style and students’ reading habit in readingcomprehension. The research employed a correlational research. Data sources were obtained from readinghabit questionnaire distributed to the students, teaching style survey based on Grasha-Riechmann to thelecturers, and TOEFL in reading test section to the students. The research indicated that 1) Lecturer 1 (D1)had moderate category as Expert and Facilitator, but high category for Formal Authority, Personal Model,and Delegator. Lecturer 2 (D2) had high category as Expert, Formal Authority, Personal Model, andDelegator, but moderate category for Facilitator. Lecturer 3 (D3) had high scores for five categories (Expert,Formal Authority, Personal Model, Facilitator, and Delegator), 2) the students’ reading habit category werefair, and 3) the lecturers’ teaching style was inversely correlated to reading comprehension. Reading habithad a proportionate relationship to reading comprehension. R value (0.661) indicated correlation betweenlecturers’ teaching style and students’ reading habit on reading comprehension is strong. Readingcomprehension skill should not be only observed from students’ reading habit, but also lecturers’ teachingstyle, for the success of learning and teaching in classroom.

In the high school where this research was done, the biggest problem for the students, when it comes to English tests, is the reading section. Because they do not like reading, their reading scores are low. Reflecting to this fact, the idea of learning styles was applied in the reading class to help the students like reading so that they understand the text better. This research used mainly the idea of Visual Auditory and Kinesthetic learning styles suggested by Neil Fleming in 1992. The research was done in a class of forty students with different levels of English proficiency. There were three sessions in which each session had different learning styles applied to the activities. The result of this research was as expected with some exceptions. Both the ones who have high and low level of English understand the reading texts better when the learning styles applied match with theirs. However, there were also special cases in which students got their highest scores in the sessions that did not match with their personal learning styles. One of the possibilities on why these special cases occurred is the possible existence of the secondary learning styles. Neil Fleming mentioned in one of his journals that it is possible for these learning styles to overlap - one person can have more than one learning style with one style as the dominant learning style

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using advance organizer strategy was higher than taught by using reciprocal strategy. 2) students’ achievement in reading comprehension with visual style was higher than that students with verbal style, and 3) there was interaction between teaching strategies and learning styles on students’ achievement in reading comprehension. The population of this research was the students in grade X of private senior high school named SMA Kartika I-1 Medan in 2012/2013 school year. The total number of population was five classes containing 200 students. There were two classes containing 83 students chosen as sample of this research by applying cluster random sampling technique. In further, there was cluster random assignment done in both two classes in order to know the position of the class whether as experimental group 1 or experimental group 2.The experimental group 1 was treated by using advance organizer strategy and the experimental group 2 was treated by using reciprocal strategy. Then,the research design was experimentby using factorial design 2x2 because there is two independent variables (teaching strategies) and two attributives (learning styles). The questionnaire was conducted for classifying the students’ learning style upon the visual and verbal. Next, students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two- way analysis of variance (ANOVA) at the level of significance ?= 0,05. The result reveals that (1) students’ achievement in reading comprehension taught by using advance organizer was higher than that taught by using reciprocal strategy, with Fobs= 9,1Ftab= 3,96, (2) students’ achievement in reading comprehension with visual learning style was higher that that with verbal learning style, with Fobs=11,7 Ftab= 3,96,(3) there is interaction between teaching strategies and learning styles on students’ achievement in reading comprehension with Fobs= 47,4Ftab= 3,96. Moreover, Tuckey-Test result also showed that visual style students got higher achievement if they were taught by using advance organizer strategy while verbal style students got higher achievement if they were taught by using reciprocal strategy.

Every individual has their own natural or habitual pattern of gathering and processing information in learning situations. The different environment between school and university studies will pose a significant impact on the learning style of students. The objectives of this study are to analyse the most preferred learning style among first-year diploma students in Universiti Teknologi MARA (UiTM) Perlis Branch and compare the preferred learning style among male and female students using the Fuzzy Logic System. There were nine variable inputs in determining the fuzzy logic learning styles which are reading likeness, by nature, thinking time, speaking rate, activity level, activity enjoyment, visual distraction, auditory distraction and using instruction to obtain the VARK (visual, auditory, read/write, kinaesthetic) learning styles output. The results showed that 32% of the students prefers visual learning styles based on the VARK questionnaire while for the fuzzy inferences system, 40% of the students prefer visual learning style. Additionally, 45% of male students preferred visual learning styles followed by reading/writing and kinaesthetic learning styles of 20%. Among female students, 34% of them also showed preferred visual learning styles, followed by reading/writing learning styles. It is concluded that the vast majority of UiTM Perlis Branch students prefers visual learning styles in their studies.

This essay traces some of the paths followed by literary interpretation on the left since the early 1970s. I identify two kinds of symptomatic reading, one multicultural and one Marxist, as well as a style of "situational" reading. I suggest that these styles of reading are limited by their philosophical understandings of "matter" and argue that the history of literary (especially poetic) "matter" might better ground a reading practice that tells historical time.

The aim of the current study was to find out which are the characteristics that affect teachers’ preference on specific teaching styles and whether students with Learning Disabilities are benefited by the use of specific teaching styles in the development of their reading comprehension skills. Seventeen English as a Foreign Language teachers and 309 students, 55 of which were identified as students with special educational needs (SEN), aged 9–11 years old, were participated in this study. A questionnaire consisting of four teaching scenarios, in order for teachers’ preferred teaching style to be emerged, and a reading comprehension test, which sought to assess students’ reading comprehension skill and their skill to draw conclusions based on the information given on the text, was given to the teachers and students, respectively. Results indicated a high teachers' preference for the suggestive teaching style when dealing with students with SEN in the mainstream classroom. Findings also showed that teaching styles have a significant impact on their students’ competence of extracting meaning from written text. The most beneficial teaching style to students with SEN was the suggestive one. Keywords: English as a foreign language, reading comprehension, special educational needs, teaching styles.

In this essay, I aim both to elucidate and to problematize Adorno’s reading of Beethoven’s middle and late styles as essentially dichotomous. Specifically, Adorno holds that the middle-style works express the utter interdependency of the subjective and objective spheres in their emphasis upon organic wholeness and totality. By contrast, the late-style works express the alienation of subject from object in isolating and laying bare musical conventions. Yet middle Beethoven, as Adorno himself intimates, often calls organic unity into question, especially with respect to the recapitulation and coda in a sonata-form piece. Moreover, although Adorno does not seem to acknowledge it, the middle style exhibits fragmentation both in partitioning the sonata principle into subprinciples and, more concretely, in partitioning a theme into various subcomponents. Conversely, using Schenkerian techniques, one can expose sub-thematic unity underlying foreground fragmentation in the late works (as demonstrated by Daniel Chua and Kevin Korsyn). Drawing on Schenker’s reading, I use Beethoven’s Piano Sonata in A, op. 101 as a case study. In the second half of the essay I confront the political connotations of Adorno’s argument, again problematizing particular stylistic binarisms with respect to issues of freedom, solidarity, and hope.

Learning styles refer to the strategies and processes that facilitate learning and understanding the concepts. So, teachers can incorporate their learning styles in their curriculum activities. It also, will help students to be more attracted to learning session and instantly give attention to the session undertaken by the teachers. The purpose of the experiment is to ascertain the learning styles of learners using the VARK questionnaire. This study is an analysis of learning style for 100 Iraqi and Syrian Persian learners completed a VARK questionnaire to determine if their learning styles are auditory, reading/writing, visual or kinesthetic. Out of 100 participants who responded the questionnaire, their preferred learning style was visual by 12 percentages, 16 auditory, 13 Reading/writing and 20 kinesthetic. According to data analyze, we provide implications for improving learning process. Keywords: Learning styles VARK; Visual; Aural; Reading/writing; Kinesthetic; Arabic Persian learners

<p>Reading comprehension is one of the most important aspects in the process of language learning. Individual differences in foreign language learning have also been a common theme among L2 researchers and various factors such as gender, aptitude, motivation, and learning styles have been the subject of numerous studies indicating their effect on language learning. Along the same lines, this study focused on the relationship between perceptual learning styles and L2 reading comprehension and how well each perceptual learning style contributes to L2 reading comprehension. The study was carried out on 60 Iranian foreign language learners. The results of statistical analyses indicated that only tactile and kinesthetic learning styles had a significant relationship with L2 reading comprehension performance. Moreover, the findings of the study revealed that the tactile learning style was the best predictor of L2 reading comprehension performance. Based on the findings of the study, it can be concluded that teachers should try to accommodate different learning styles in teaching reading comprehension. If the educational settings become compatible with the learners’ personal orientations, learners may be able to engage in educational activities more and will thus gain an advantage in learning.</p>

Reading is one of language skills that should be acquired by the students who learn English course in junior high school level. In learning a foreign language, students face many problems, especially in comprehending reading text. In reading process, the students have to understand the meaning of the text through their learning styles and combining their background knowledge, experiences, and situation with the information which is stated on the text. This article was to investigate the empirical evidence on the effect of Reciprocal Teaching Technique (RTT) Technique and learning styles on Students’ Reading Comprehension. The research was quantitative method and applied quasi-experimental design. Sample of the research were chosen though simple random sampling technique. Data collecting technique of this research were pre-test and post-test. The data were analyzed by two-ways ANOVA. The findings of the recent study are: (1) there was an effect between teaching method and students’ learning styles on students’ reading comprehension, and (2) there were differences effect of students’ reading comprehension between students who own visual learning style in RTT group and those who own auditory learning style in class. It can be summed up that teaching through applying RRT technique which being supported by learning styles (visual and auditory) are to develop the students’ reading comprehension.

ABSTRACT Shakespeare’s sonnets are widely loved and very popular in China, and major poet-translators such as Tu An and Liang Zongdai devoted a lifetime to their task of translation. The translation of the Bard’s sonnets involves cross-cultural understanding. In terms of poetic style, Shakespeare’s sonnets may be rendered in two styles, either modern or classical. Both styles have their pros and cons, but the general tendency leans toward the modern. In the course of over a century, the sonnet form has successfully been indigenized, and the Chinese sonnet has largely been developed from the reading and transplantation of Western sonneteers including Shakespeare and Milton. Among others, Shakespeare has exerted a significant impact on modern Chinese poetry by contributing new content and new form. This article aims to survey the reading, translation, and rewriting of Shakespeare’s sonnets in China and demonstrate how the Bard’s sonnets influenced the scene of modern Chinese poetry.

We evaluated scientists' abilities to process two writing styles, active and nominal in comprehension and reading speed, and determined their preferences for these styles. International scientists (with English as a first, second, or third language) were tested. Results show scientists comprehend nominal style as well as active style but process nominal style more slowly. Scientists with lower levels of English experience have proportionately greater difficulty processing nominal style than active style. Scientists prefer active writing to nominal writing and rate scientists who write actively higher than those who write nominally. Scientists should use more active style and technical editors should apply a heavy hand to nominal style.

The relationship between identity processing styles and language proficiency in English as foreign language (EFL) was investigated among the Persian EFL learners. 266 Persian candidates taking part in a Ph.D. examination at Shiraz University took part. The Language Proficiency Test was used to measure language proficiency in English. The Identity Styles Inventory was used to measure normative, informational, and diffuse-avoidant identity processing styles. Relationships between normative and informational styles and language proficiency and its subscales (grammar, vocabulary, and reading) were positive and significant. Negative relationships between diffuse-avoidant style and language proficiency and its subscales (grammar, vocabulary, and reading) were observed. There were significant sex differences for diffuse-avoidant style and for vocabulary.

Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Over the decades, hundreds if not thousands of books have been published on the keys to good writing. However, barely a handful have reached the status of "must reading." Here is one of them.

There are numerous factors, which reasonably affect teachers&rsquo; instructions. One of these factors is being aware of the learners&rsquo; learning styles. Shea&rsquo;s work (1983) contributed that there is a strong correlation between learning styles and reading comprehensions. The present study investigated the correlation between Perceptual learning styles and scanning information in text scores. To achieve this, researcher randomly selected 382 undergraduates (male and female) engineering students of the Public sector Engineering University. Learning style survey questionnaire by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi (2001) was employed to examine the Perceptual learning style patterns and learning styles with respect to gender. In addition to this, reading test was conducted based on scanning skill. Pearson product-moment correlation test was applied to examine the correlation between the variables. It was found that a correlation exists between learning styles of engineering students and scanning information in the text. In addition to this, gender does play role in learning style preferences. This result would create awareness among all instructors or teachers the importance of learners&rsquo; unique learning style preferences that consequently affect teaching methodologies in all educational settings.

The aim of the study is to know the difference between students learning styles. The study was held in the second grade of Madrasah Tsanawiyah Attaubah Batu Bantar Pandeglang. The research method of this study is a causal-comparative (ex post facto) using a purposive sampling technique. The 30 students were involved in the research. They were classified into three different learning styles through a test. The Percentage and bifilar linear regression analysis were used to analyze the collected data. The majority of students had a visual learning style according to the data analysis. The other two are kinesthetic and auditory learning style. 54,9% of students' English achievement is influenced by learning styles and 45,1% is influenced by other factors. According to the data, it can be concluded that the visual learning style is the best way to get a better comprehension of reading skills.

The Malaysian Education System aims to ensure that every student reaches their full potential, especially in literacy (reading and writing skills). In this regard, every student must master the Malay language in line with the requirements of the Malaysian Education Development Plan 2013 - 2025. Writing and reading is an important element in the development of students referring to the Malay language DSKP. These elements can be identified through easy access from increased decision performance as a result of an organized, systematic, and continuous learning process. This study aims to obtain teachers' perceptions of VAK learning style in helping students transition to reading and writing in a school in Puchong. This study uses a qualitative design by involving a total of 3 teachers with a structured interview method. The results of the study found that having a positive attitude towards VAK learning style and applying in PdPc transition class. The selection of learning styles that are appropriate to students' abilities is also important in optimizing the effectiveness of the reading and writing process. Keywords: Teacher perception; VAK learning styles; Transition students, Reading and writing

Introduction. The reading proficiency of students across countries varies. Better teaching motivation, workplace ethics, Emotional Intelligence promote one to share their knowledge with others. Therefore this study seeks to investigate the role of communication style, the effect of teaching motivation, workplace ethics, emotional intelligence on reading proficiency and knowledge sharing. Materials and Methods. This study engaged 448 teachers/serviced teachers from various levels of secondary schools. Structural Equation Modeling is utilized in this study to analyze the model. The model reached a satisfactory compliance. Results. The results showed that teaching motivation, workplace ethics, emotional intelligence bear on reading proficiency and knowledge sharing positively. The communication style of teachers mediates the model significantly. Discussion and Conclusion.Teachers with better motivation prepare their class better by increasing their knowledge and insight into their field by the intensity of their effort to increase their reading experience and proficiency. Those sticking to work ethic try to increase their integrity, honesty, discipline, fairness and respect, responsibility, and accountability at work to reach better proficiency of reading and behaviors of sharing activities. Teachers’ Emotional Intelligence boosts their quality in reading by reaching a better quality of their ability on their understanding of reading passages and vocabulary knowledge as well as the level of proficiency in reading. Teachers with better communication styles increase their motivation onto the level of reading proficiency. Communication style strengthens the influence of motivation on reading skills.

This study assessed the neuropsychological validity of the modality preference measures from the Reading Style Inventory (RSI), an instrument that claims to measure left-hemisphere (analytic, sequential, auditory) and right-hemisphere (holistic, simultaneous, visual) reading styles. Older fluent readers (age-matched to the children with disabilities) rated their reading styles more strongly auditory and visual than nondisabled beginning readers (reading-level-matched to the children with disabilities) and children with dyslexia. Compared to both control groups, the dyslexia group was unique in failing to demonstrate a high incidence of children with strong preferences in either modality. RSI ratings were unrelated to dichotic listening and, by inference, not related to the relative activation of the cerebral hemispheres in linguistic processing. RSI performance was also unrelated to reading comprehension, word recognition, word attack, and verbal/performance IQ. The results do not support the underlying biological rationale of the RSI or its claims to accurately profile nondisabled novice readers and children with dyslexia in terms of their cerebral hemispheric preferences. However, the results do suggest the potential usefulness of the RSI in educational contexts.

Objective: Reading a passage out loud is a commonly used task in the perceptual assessment of dysarthria. The extent to which perceptual characteristics remain unchanged or stable over the time course of a passage is largely unknown. This study investigated crowdsourced visual analogue scale (VAS) judgments of intelligibility across a reading passage as a function of cued speaking styles commonly used in treatment to maximize intelligibility. Patients and Method: The Hunter passage was read aloud in habitual, slow, loud, and clear speaking styles by 16 speakers with Parkinson's disease (PD), 30 speakers with multiple sclerosis (MS), and 32 control speakers. VAS judgments of intelligibility from three fragments representing the beginning, middle, and end of the reading passage were obtained from 540 crowdsourced online listeners. Results: Overall passage intelligibility was reduced for the two clinical groups relative to the control group. All speaker groups exhibited intelligibility variation across the reading passage, with trends of increased intelligibility toward the end of the reading passage. For control speakers and speakers with PD, patterns of intelligibility variation across passage reading did not differ with speaking style. For the MS group, intelligibility variation across the passage was dependent on speaking style. Conclusions: The presence of intelligibility variation within a reading passage warrants careful selection of speech materials in research and clinical practice. Results further indicate that the crowdsourced VAS rating paradigm is useful to document intelligibility in a reading passage for different cued speaking styles commonly used in treatment for dysarthria.

<p class="abstrak"><em>The objective of this research was to find out the correlation between students’ reading interest and reading comprehension. The method used in this study was quantitative and the technique used was a correlational study. The population of the research was taken from students of the eighth grade of SMP Ahmad Dahlan Kota Jambi. The numbers of the population were 47 students. The Total sampling </em><em>which used all the population </em><em>was applied as the technique in taking the sample of the research. The data were obtained by using two instruments which were reading interest questionnaires</em><em> </em><em>and reading comprehension tests. </em><em>To measure the correlation Spearman’s Rho was used. </em><em>The result of this study showed that there was a high correlation between students’ reading interest and their reading comprehension. It was proven by coefficient correlational between students’ reading interest and their reading comprehension was r (0.983), it means those variables were significantly correlated. The result of analyzing the significant value is 0.01, it means that 0.01&lt;0.05, thus, the null hypothesis (Ho) rejected and the alternative hypothesis (Ha) was accepted. </em></p><p class="abstrak">Tujuan dari penelitian ini adalah untuk menemukan apakah ada hubungan antara minat baca siswa dan kemampuan membaca mereke. Metode yang di gunakan dalam penelitian ini dengan menggunakan pendekatan kuantitatif melalui penelitian korelasi. Populasi pada penelitian ini adalah seluruh siswa kelas VIII SMP Ahmad Dahlan Kota Jambi. Jumlah populasi adalah 47 siswa. Pengambilan sampel penelitian diperoleh melalui total sampling. Dalam mengumpulkan data, peneliti menggunakan kuesioner untuk mengukur minat baca siswa dan memberikan tes pada siswa untuk mengetahui level pemahaman membaca siswa. Untuk mengukur korelasi peneliti menggunakan teori Spearman’s Rho. Hasil dari penelitian ini menunjukkan bahwa terdapat korelasi yang tinggi antara minat baca dan pemahaman membaca. Terbukti dari hasil perhitungan korelasi ditemukan bahwa hubungan antara minat baca dan pemahaman membaca siswa adalah r (0.983), ini menunjukkan bahwa variabel tersebut memiliki korelasi yang signifikan. Hasil dari signifikansi adalah 0.01, hal ini menunjukkan bahwa 0.01&lt;0.05. Sehingga hipotesa nol (Ho) ditolak dan hipotesa alternatif (Ha) diterima</p><p class="abstrak" style="margin-top: 12.0pt; margin-right: 1.0cm; margin-bottom: 2.0pt; margin-left: 1.0cm;"><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">The objective of this study was to find out the correlation between reading interest and reading comprehension</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN"> of the students</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">. Quantitative</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN"> was used as the approach</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';"> and the technique used was a correlational study. </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN">T</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">he eighth grade</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN"> students</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';"> of SMP Ahmad Dahlan Kota Jambi</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN"> were taken as the population.</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';"> The numbers of the population were 47 students. In taking the sample, total sampling </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN">which used all the population </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">was applied as the technique. Reading interest questionnaires</span></em><em></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">and reading comprehension tests</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN"> were distributed to obtain the data.</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">. </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN">Spearman’s Rho was used to measure the correlation. </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">The result showed that there was a high correlation between reading interest and reading comprehension</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN"> of the students</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">. It was proven by coefficient correlational between those two variables and it was r (0.983). It means </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN">that </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';">those variables were significantly correlated. The result of analyzing the significant value was 0.01, </span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif'; mso-ansi-language: IN;" lang="IN">means that</span></em><em><span style="font-size: 11.0pt; font-family: 'Garamond','serif';"> 0.01&lt;0.05. 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The study was aimed to investigate the students’ English reading learning styles used by EFL undergraduate students. The participants were students from one English study program at Faculty Teacher Training and Education in Jambi, which aims to produce teachers in English teaching. This study used total sampling with 75 participants consisting of 22 participants in the second semester, and 53 participants in the sixth semester. The analysis of the data was based on the students’ response to twenty five statements that consist of five parts: there are auditory, kinesthetic, group, visual, and individual. For which they were required to choose any of five alternatives namely strongly agree, agree, not sure, disagree, and strongly disagree. The results revealed that the most preferred reading learning style among the respondents was the auditory learning style and the least is visual learning style. Then, for the gender male used kinesthetic learning style and female used auditory learning style. In this study, suggestions for future research, students, lectures and university are also discussed.

objectives of this research are to find out: (1) the relationship between learning strategies and learning style preferences toward learners’ reading comprehension, (2) the relationship between learning strategies and learners’ reading comprehension and (3) the relationship between learning style preferences and learners’ reading comprehension. This was a correlational research which had been conducted at the twelfth graders of SMKN 6 Bekasi. Isaac and Michael table with 0.05 as the level of significant error was used as the way to determine the number of the sample. From the table, 161 learners became the The sample of this research with the use of simple random sampling as the way to choose the samples. Strategy Inventory of Language Learners (SILL) questionnaires, Perceptual Learning Style Preferences (PLSP) questionnaires and Indonesian National Examination were used as the instruments of this research. All of those instruments were tried out to obtain the valid and reliable items. Then, the data were analyzed using multiple regression. Based on the research result, the research findings were as follows: (1) there is significant relationship between learning strategies and learning style preferences toward learners’ reading comprehension; (2) there is significant relationship between learning strategies and reading comprehension; (3) there is no significant relationship between learning style preferences and reading comprehension. Finally, it can be inferred that (1) the combination of learning strategies and learning style preferences relate with learners’ reading comprehension; (2) learners’ reading comprehension does not significantly depend on learning style preferences but significantly depend on learning strategies.

The purpose of conducting this research was to examine whether there is significant correlation or not between reading interest and learning style of LPTK’s students as professional teacher candidates. 126 samples were taken from 4 LPTK was previously a state Teachers’ Training College (IKIP Negeri) in June - November 2016, involving 126 respondents. Data were analyzed using an application aid Statistical Product and Service Solutions (SPSS) version 21 and Winstep version 37.1 applications Rasch modeling to determine the categories of respondents are more uncertain. Hypotheses were tested using Cramer’s V nonparametric correlation method. The Result showed that approximate significantly. (0.818) was higher that alpha (0.05), it can be concluded that the Null Hypothesis (H0) “there is no significant correlation between reading interest and learning style on LPTK’s students”. Keywords : reading interest, learning styles, LPTK’s student.

Understanding of mathematical concepts can be controlled well by the students if teachers can make students tend to be active pembelajaran.Untuk approach is needed to make students more active role in learning. One way that could condition the students play an active role in learning is the constructivism approach. This approach begins with giving problems to the students who ultimately students are expected to find their own way of solving the problem. In order for this study could be run better then the teacher should know the learning styles of each Shiva in order to adapt the way of good teaching. Observed learning styles are visual, auditory, and kinesthetic. The data source of this research in X Mipa 5 SMA Antartika Sidoarjo. Of the class was given a questionnaire about learning styles. Then the results of the questionnaire is reduced so that the two subjects are drawn from every learning style. Having drawn six subjects, administered tests problem solving with the criteria for having written a neat, use of symbols in the plant concept, task writing / composing, sensitivity to issues of artistic and understand about the form of the writing / reading From the results of these tests chrosscheked with interview , From the analysis of the test has been obtained, is obtained as follows. Profiles visual learning style has characteristics include in Lesson prefer casual, like raised his voice while reading, more like a lot of theory in practice, dislikes memorize and like math but weak in the count. Profile auditory learning style has characteristics include the time work on the problems less conscientious, like move their lips while reading, more like learning groups, dislike to memorize, like mathematics. Profile kinesthetic learning style has characteristics include the time learning like more prektek, sometimes like moving his lips while reading, more like learning groups, dislike to memorize, dislike math. Keywords: Learning Styles, Constructivist Approach.

The paper explored the features of information acquisition by people with different individual learning styles in accordance with the VARK classification (Visual, Auditory, Reading, Kinesthetic), which is popular in the educational field, using a comparative analysis of memorizing the details of fiction and scientific texts, as well as the brain's electrical activity during reading and listening.It is revealed that the way of presenting the text corresponding to the individual learning style does not increase the efficiency of memorizing its details.Audials, better than visuals, learned the content of a fiction text, when it is visually presented. Audials and kinesthetics demonstrated the worst long-term memorization of the details of a fiction text, regardless of how it was processed. It is shown that, regardless of the dominant learning style, listening to the text is accompanied by a greater cognitive load compared to reading, which was reflected in a generalized increase in spectral power in the theta EEG range. Reading was accompanied by a greater spectral power in the delta range in comparison with listening to texts for representatives of all learning styles, except visuals. In the kinesthetics, the spectral power of the high-frequency beta range of the EEG increased in the left temporo-occipital zones, while reading a fiction fragment, which indicates higher level of psycho-emotional tension in comparison with listening. The brain mechanism for maintaining attention and working memory during perception of information had specific EEG correlates in subjects with different individual learning styles, which, however, did not affect the differences in the efficiency of information assimilation by representatives of these groups.

In the performance of poetry, some performers occasionally use a certain ‘softened’ voice quality, deviating from that of the context, for emotive expression. We explored how listeners perceive such instances through a combined methodology of eliciting open-ended descriptions and ratings of pre-defined terms on ordinal scales. The collected responses confirm our intuitions that listeners are sensitive to this voice quality, which gives rise to impressions, such as affection, yearning, and contemplation. The chosen methodology allowed us, through variations between verbal and numerical responses, to observe the interaction of this voice quality with other factors, such as semantic content and other salient voice qualities. Finally, the responses highlight the distinction between two delivery styles used by performers — an impassive, grave style, typical of poetry recitals, on the one hand, and a more emotional “theatrical” style, on the other hand.

Purpose: The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods: This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results: The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01). Conclusion: Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.

This study aims to check out the effect of learning style and vocabulary mastery toward the reading comprehension skill in the State of Junior High School in Bekasi. The method used in this research is expose facto with the correlation and regression analysis that is connecting between data showing the level learning style and vocabulary mastery toward the reading comprehension skill of students in the State of Junior High School in Bekasi. Sampling was done by random sampling technique. The respondents are 80 students in this research. The research instruments were the test questions with multiple choice forms and questionnaires. The results showed that: 1) there is a significant influence of learning style and vocabulary mastery interactively together toward the reading comprehension skill. This is evidenced by the acquisition of Sig value. 0,000 <0,05 and Fh = 16,150. Learning style and vocabulary mastery interactively contributed 29.6% toward the variable of reading comprehension skill. 2) There is a significant influence of the learning style toward the reading comprehension skill. This is evidenced by the acquisition of Sig value. 0.001 <0.05 and th = 3.295. Learning style variable contributed 15.72% in improving the reading comprehension skill. 3) There is a significant influence of vocabulary mastery toward the reading comprehension skill. This is evidenced by the acquisition of Sig value. 0.003 <0.05 and th = 3.019. Variable vocabulary mastery contributed 13.86% in improving the reading comprehension skill.