Andere Kunden interessierten sich auch für
![The relationship between instructional differences and learning]( "The relationship between instructional differences and learning")
The relationship between instructional differences and learning51,99 €![Relationship between students perceptions of workload and learning]( "Relationship between students perceptions of workload and learning")
Relationship between students perceptions of workload and learning44,99 €![Learning and Teaching Styles of Theory of Flight Students]( "Learning and Teaching Styles of Theory of Flight Students")
Learning and Teaching Styles of Theory of Flight Students32,99 €![Learning style and its relationship to success in accounting courses]( "Learning style and its relationship to success in accounting courses")
Learning style and its relationship to success in accounting courses51,99 €![Creativity and Learning Styles Using Computer]( "Creativity and Learning Styles Using Computer")
Creativity and Learning Styles Using Computer51,99 €![Experiential Learning Styles and Instructional Delivery]( "Experiential Learning Styles and Instructional Delivery")
Experiential Learning Styles and Instructional Delivery38,99 €![PERCEPTUAL LEARNING STYLES]( "PERCEPTUAL LEARNING STYLES")
PERCEPTUAL LEARNING STYLES32,99 €
The purpose of this research was to examine the relationship of two kinds of reading methods (oral reading and silent reading) and two types of learning styles (visual and auditory) of Taiwanese EFL 12th grade male students' reading comprehension in English. The results indicated when students' learning styles were unknown, there was no difference showing which reading method was better than the other. When reading an easy passage, the high auditory learners performed significantly better in the Oral Reading Group than in the Silent Reading Group. For the low visual learners, the oral reading was their better choice than the silent reading on the difficult reading passage. For other learning style preferences, the performance of reading comprehension in oral reading and silent reading would not be too much different. This study created a high reliability survey instrument which can tell students' Visual and Auditory learning styles by asking only six questions for each learning style.