A SOUND APPROACH TO IMPROVING READING: RESPONDING TO STUDENTS’ LEARNING STYLES

Abstract

One of the first studies that identified elementary school students’ predispositions to learning either in quiet or with sound present revealed many youngsters’ strong preferences for one or the other treatments. The study described in this article received national recognition for the quality of its design and focus. Students achieved significantly higher standardized test scores when taught in congruent, rather than incongruent, environments.