Effects of Personality and Learning Style on College Level Reading
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Fall 2013
Abstract
The impetus for this study was an investigation into whether personality and/or learning style is associated with reading inadequacies of some college level students. Additionally, elementary and secondary school locales were examined seeking characteristics associated with student reading preparation. Lastly, proficiency is developed through practice; an examination of reading habits was studied as an indication of a student's reading preparation. From this lack of insight, four research questions were developed and were restated in hypothesis form to drive the statistical analysis performed. This study concluded that relationships between personality preferences and reading preparedness (whether the student went through normal or developmental reading education) are not statistically significant. However, relationships between learning styles and reading preparedness do exist, though personality and learning style should not be deemed as sole factors of students' preparation for college level reading. A relationship does exist between school locale and students' reading preparation. More specifically, for schools in small-town and rural locales (a territory outside an urbanized or suburban area), was found to be a statistically significant. School locale did not predict reading preparation for college. Hours spent reading for leisure, for school, and for work are not associated with, nor predictors of, whether students went through normal or developmental reading education.
Advisor
Jon Travis
Subject Categories
Curriculum and Instruction | Education
Recommended Citation
Coogler, Keith Lyndon, "Effects of Personality and Learning Style on College Level Reading" (2013). Electronic Theses & Dissertations. 482.
https://digitalcommons.tamuc.edu/etd/482
