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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Psychol. | doi: 10.3389/fpsyg.2019.02630

Is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance?

 Yang DONG1, Sammy Xiaoying Wu2,  Weisha Wang3 and  Shuna Peng4*
  • 1City University of Hong Kong, Hong Kong
  • 2The Education University of Hong Kong, Hong Kong
  • 3Southampton Business School, Faculty of Business, Law and Art, University of Southampton, United Kingdom
  • 4Jiaying University, China

Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one’s reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty-one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks’ reading comprehension training. The results showed that, first, both learning styles contributed to students’ reading comprehension, inference, main idea abstraction, and reading anxiety. Second, the TSDCLS contributed more to reading anxiety, and the SCLS contributed more to reading comprehension. Both learning styles had similar effects on inference and main idea abstraction. From the correlation test, excluding the correlation between SCLS and reading anxiety which was not significant, all other effects were significant. These findings are discussed along with implications and ideas for future research.

Keywords: reading comprehension, reading research, intervention, teaching style, learning style

Received: 13 Jun 2019; Accepted: 07 Nov 2019.

Copyright: © 2019 DONG, Wu, Wang and Peng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Shuna Peng, Jiaying University, Meizhou, China,