“Effects on Reading Comprehension Tests of Matching and Mismatching Students’ Design Preferences.”
Nganwa-Bagumah, M.; Mwamenda, T. (1991).
Perceptual and Motor Skills, Vol. 72, No. 3, pp. 218-21.
Students in grades 2-5 achieved significantly higher test scores when their strong preference for design (formal versus informal) was matched rather than mismatched.
