TITLE

ASSESSING LEARNING STYLES AMONG STUDENTS WITH AND WITHOUT LEARNING DISABILITIES AT A DISTANCE-LEARNING UNIVERSITY

AUTHOR(S)
Heiman, Tali
PUB. DATE
January 2006
SOURCE
Learning Disability Quarterly;Winter2006, Vol. 29 Issue 1, p55
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more step-wise processing, including memorizing and drilling, than NLD students. In addition, students with LD reported a higher need for self-regulation strategies than their NLD peers, including controlling their learning process, self-orientation, planning, monitoring, and continuous evaluation of their learning process and results. LD students also claimed to lack regulation, noting their difficulties with the learning process. Findings are discussed in relation to how distance-learning universities can better cultivate the abilities of their LD and NLD students.
ACCESSION #
19926252

 

Related Articles

  • Field Dependence, Impulsivity, and Learning Disabilities. Keogh, Barbara K.; Donlon, Genevieve McG. // Journal of Learning Disabilities;Jun/Jul1972, Vol. 5 Issue 6, p331 

    Twenty-seven boys with serious learning and behavioral disorders and 25 boys with moderate learning problems were evaluated in terms of constructs of "field dependence-independence" and "reflection-impulsivity" a portable rod and frame test, a pattern walking test, and the Matching Familiar...

  • Visual Sequential Memory in Reading Disability. Guthrie, John T.; Goldberg, Herman K. // Journal of Learning Disabilities;Jan1972, Vol. 5 Issue 1, p41 

    Relationships between visual sequential memory and reading in 81 normal and 43 disabled readers were investigated. The children had normal intelligence and a mean reading grade of 2.5. The mean chronological age of the normals was 8.5 years, and the mean of the disabled was 10.3. Partial...

  • Matthew Effects in Children with Learning Disabilities: Development of Reading, IQ, and Psychosocial Problems From Grade 2 to Grade 8. Scarborough, Hollis S.; Parker, Jennifer D. // Annals of Dyslexia;2003, Vol. 53, p47 

    Reading achievement, Intelligent Quotient (IQ) and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. Changes in these scores over time were compared for children with no learning disabilities versus children with math or reading disabilities. A...

  • Implications of the Purdue Pegboard As a Screening Device. Kane, Joan; Gill, Richard P. // Journal of Learning Disabilities;Jan1972, Vol. 5 Issue 1, p32 

    This study examines the effectiveness of the Purdue Pegboard Test in discriminating children with learning disabilities. Two groups of children, a total of 195, were tested with the Pegboard and were classified into levels of intelligence, emotional stability, reading retardation, and learning...

  • SMALL STEP FORWARD. Heddell, Fred // Community Care;1/16/2003, Issue 1455, p38 

    Offers a personal view on the progress made in implementing the forward-looking learning difficulties strategy, Valuing People in its first year in Great Britain. Highlights of the 'Annual Report on Valuing People,' published by the Learning Disability Task Force; Importance of learning...

  • Editorial. Carnaby, Steve // Learning Disability Review;Jul2005, Vol. 10 Issue 3, p2 

    Introduces several articles concerning learning disability.

  • Learning Disabilities: The Experts Speak Out. Tucker, James; Stevens, Linda J.; Ysseldyke, James E. // Journal of Learning Disabilities;Jan1983, Vol. 16 Issue 1 

    Presents the views of researchers, policy makers and teacher trainers on learning disabilities. Specific symptoms or a syndrome of symptoms that identify learning disabilities; Prevalence of learning disabilities among school age children; Age at which learning disabilities can be identified...

  • Learning Disability is for Educators. McLeod, John // Journal of Learning Disabilities;Jan1983, Vol. 16 Issue 1 

    Discusses the primary reasons for developing a definition of learning disability. Establishment of a basis for replicable research; Channeling of funds for learning disability programs; Major impediments to the development of a definition for learning disability.

  • Perceptual and Learning Disability: A Definition and Projection. Cruickshank, William M. // Educational Leadership;May75, Vol. 32 Issue 8, p499 

    Editorial. Comments on issues relating to learning disabilities in the U.S. Use of the term 'learning disabilities' in professional education and in many related disciplines; Significant definition of learning disability produced in the 1974 report of a study committee; Need for a development...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics