The Effects of Learning Style on Progress towards Literacy and Numeracy

Abstract

Children entering maintained schools in an industrial urban area of the West Midlands, in England, were identified by their teachers, in the first term, for inappropriate learning behaviour on the Guide to the Child's Learning Skills. Ratings were repeated eight months later. From results of a follow‐up of the indigenous (UK) subjects at the end of the first year in junior school, it is shown that progress in basic educational skills (reading, spelling and number) during the preceding 12 months is strongly associated with pupils’ learning styles.