A study of the Correlation between Primary School Students’ Reading Comprehension Performance and the Learning Styles Based on Memory Modeling

Abstract

A review of literature on learning styles suggest that they are often focused on determining learning styles on the basis of learning preferences, while the number of studies there are fewer studies which determine learning styles on the basis of memory modeling. In addition, the number of studies on the correlation between reading comprehension skills and learning styles remains limited. Designed to determine the correlation between the former and the latter, the present study seeks an answer to whether reading comprehension skills is correlated with learning styles. The population of the study was comprised of 71 4th grade students. It employed “Reading Comprehension Test (RCT)” and “Test on Learning Styles (TLS). The study concluded that there is a slight correlation between reading comprehension skills and learning styles and that no learning style is a significant predictor of reading comprehension skills. The results suggested that learning styles do not have a significant effect on reading comprehension skills.