Teaching to Identified Learning Styles: The Effects Upon Oral and Silent Reading and Listening Comprehension - 1991
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Brooks, J.D. (1991). Doctoral Dissertation, University of Toledo.

This study reported significantly higher reading gains for the Carbo Reading Styles group in silent reading comprehension (p<.01), compared to the control group. Subjects for this one-semester study were 42 Chapter 1 students in grades 2-6 who scored at the 36th percentile or lower in reading on the Metropolitan Achievement Test. The researcher taught reading to the experimental group (CRS subjects, n=22) in School A two days per week, and to the control group (n=20) in School B two days per week, during their Chapter 1 Remedial Reading Program. Both schools were inner-city elementary schools in a greater metropolitan area. Experimental subjects were pretested with the Reading Style Inventory (Carbo) and their reading program was designed based on RSI recommendations. Both the experimental and control groups were pretested and posttested with the Spadafore Diagnostic Reading Test. CRS subjects scored higher than their controls in oral reading comprehension and significantly higher in silent reading comprehension.

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