ERIC Number: ED264523
Record Type: RIE
Publication Date: 1985-May-7
Reference Count: 0
The Impact of Learning/Solving Styles and Development on Young Children's Performance of a Prereading Task.
Lundsteen, Sara W.
Drawing upon data from a series of studies, this paper analyzes children's verbalizations about a wordless picture book to discover any relationships between a child's learning style and his or her comprehension of events in the book. Using the definitions of learning style established by M. Rosenberg, the paper also compares the behavior of children at ages 3, 4, and 5 to determine how early the styles might be observed. After discussing the behavior associated with each of the Rosenberg styles--rigid-inhibited, undisciplined, acceptance-anxious, and creative--and the various dimensions of reading comprehension and story structure that can influence style, the paper describes the methodology and the subjects of the studies. It then presents findings from each of the studies, comments on the developmental trends observed, and discusses the implications for beginning reading instruction. Among other things, the paper reports that style (1) is traceable to a very early age, (2) can persist and change, and (3) has an impact on an individual's comprehension. A description of the picture book used in the studies, a bibliography of wordless picture books, and a short bibliography on learning styles are appended. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (30th, New Orleans, LA, May 5-9, 1985).