Theoretical Framework
The Carbo Reading Styles Program is based on the Dunn and Dunn Learning Style model, and utilizes brain-compatible strategies. Learning style describes how well a particular person learns under specific conditions. For example, some people are disturbed by the slightest noise when they are learning, and learn best in an absolutely quiet environment. Others learn best with music playing in the background. There are people who are alert and responsive early in the day and prefer to learn at that time. At the other extreme of the continuum, are those individuals who prefer to learn late at night because that is when their energy is highest. By identifying and evaluating the individual learning styles of their students, teachers can create optimum learning conditions for their students.
At least 21 elements of learning styles have been identified by Rita and Kenneth Dunn. These 21 elements have been grouped by the Dunns into the following five major stimuli: Environmental Stimuli (amount of sound, light, warmth, and formality preferred); Emotional Stimuli (by whom a youngster is motivated, degree of persistence and responsibility, and amount of structure preferred); Sociological Stimuli (preference to work with peers, alone, in pairs, with a team, with an adult, and/or in varied groupings); Physical Stimuli (modality preferences, need for food/drink and mobility to concentrate, best time of day for learning); Psychological Stimuli (global/analytic tendencies, right/left hemisphere preferences, impulsive/reflective tendencies).
Research on the Dunn and Dunn model has been extensive, garnering both national and international awards. This research indicates that when an element is important to an individual, learning is affected significantly. In “A Meta-Analytic Validation of the Dunn and Dunn Learning Styles Model,” the authors analyzed the results of 42 studies and 3,181 subjects and concluded that matching students’ learning styles with appropriate educational interventions increases student performance significantly (Dunn, Griggs, Olson, Gorman, Beasley, 1995).
The Carbo Reading Styles Program also makes use of current brain theory to design its strategies and materials. For example, in “Teach Me, Teach My Brain: A Call for Differentiated Classrooms,” Tomlinson and Kalbfleisch discussed 14 principles for brain-compatible instruction, including: modeling, social interaction, choice, activity, and acceptance. All of these principles are part of the Carbo Reading Styles Program.
References
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