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Personality Differences and Learning Styles in Reading.

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Bibliographic Details
Title: Personality Differences and Learning Styles in Reading.
Authors: Mathis, R. William
Availability: Nineteenth National Reading Conference Yearbook
Peer Reviewed: N
Page Count: 8
Publication Date: 1969
Descriptors: Educational Environment, Grade 9, Multimedia Instruction, Personality Assessment, Personality Development, Reading Instruction, Reading Research, Student Characteristics, Student Teacher Relationship, Students, Teacher Role
Abstract: The effects of individual personality differences upon performance in the internal and external environment were investigated through the use of the Internal-External concept. Subjects were 40 grade 9 males of average intelligence (Lorge-Thorndike) whose reading achievement was within three grade levels of grade 9. Scores on the James I. E. Scale were used to select internal (perceives events as the consequence of his own actions) and external (views events as being beyond personal control) personalities. Subjects were assigned to one of four experimental groups. Independent variables were internal personality, external personality, internal environment (unstructured), and external environment (structured). The dependent variable was reading rate and performance as measured by the Reading Eye photographs. A multimedia approach to teaching reading was used in both environments. Data provided by the eye movement photographs indicated better performance in the congruent personality-environment situations, a fact which suggests that for external personalities, the new trend of unstructured classrooms may not be as appropriate as first thought. References are included. (WB)
Notes: Paper presented at the National Reading Conference, Atlanta, Ga., Dec. 4-6, 1969
Journal Code: RIEJUN1970
Entry Date: 1970
Accession Number: ED036418
Database: ERIC
FullText Text:
  Availability: 0
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DbLabel: ERIC
An: ED036418
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IllustrationInfo
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  Group: Ti
  Data: Personality Differences and Learning Styles in Reading.
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mathis%2C+R%2E+William%22">Mathis, R. William</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Nineteenth National Reading Conference Yearbook
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1969
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Assessment%22">Personality Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Development%22">Personality Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Relationship%22">Student Teacher Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The effects of individual personality differences upon performance in the internal and external environment were investigated through the use of the Internal-External concept. Subjects were 40 grade 9 males of average intelligence (Lorge-Thorndike) whose reading achievement was within three grade levels of grade 9. Scores on the James I. E. Scale were used to select internal (perceives events as the consequence of his own actions) and external (views events as being beyond personal control) personalities. Subjects were assigned to one of four experimental groups. Independent variables were internal personality, external personality, internal environment (unstructured), and external environment (structured). The dependent variable was reading rate and performance as measured by the Reading Eye photographs. A multimedia approach to teaching reading was used in both environments. Data provided by the eye movement photographs indicated better performance in the congruent personality-environment situations, a fact which suggests that for external personalities, the new trend of unstructured classrooms may not be as appropriate as first thought. References are included. (WB)
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  Data: Paper presented at the National Reading Conference, Atlanta, Ga., Dec. 4-6, 1969
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  Data: 1970
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      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Personality Assessment
        Type: general
      – SubjectFull: Personality Development
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Student Teacher Relationship
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Teacher Role
        Type: general
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      – TitleFull: Personality Differences and Learning Styles in Reading.
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            NameFull: Mathis, R. William
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          Dates:
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              M: 12
              Type: published
              Y: 1969
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