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ERIC Number: ED519776
Record Type: Non-Journal
Publication Date: 2010
Pages: 98
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-5002-1
A Study of the Learning Styles of Middle and High School Deaf and Nondeaf Students in Public Education
Agar-Jacobsen, Roberta J.
ProQuest LLC, Ph.D. Dissertation, Capella University
The primary goal of this study was to examine the relationship between deaf and hard-of-hearing students' learning style preferences and compare them to their nondeaf peers. Specifically, this study used 90 students throughout western Washington State, 45 per group. Quantitative data were collected using the 104-question survey Learning Style Inventory (LSI) created by Dunn, Dunn, and Price in 2005. Students in Grades 6-12 responded on a 5-point Likert scale ranging from "strongly disagree" to "strongly agree." This instrument assisted in identifying the conditions in which an individual is most likely to learn, remember, and achieve. The LSI identifies students' preferences for 22 elements and reports scores for 36 subscales. A discriminate analysis was used to compare the two groups and their learning style variables (auditory, visual, tactile, and kinesthetic). Responses were converted to standard scores using BMDP4M, a computerized program that used varimax. Descriptive statistics were then used to summarize the results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 10; Grade 11; Grade 12; Grade 6; Grade 7; Grade 8; Grade 9; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Identifiers - Assessments and Surveys: Learning Style Inventory