The effects of modality teaching on the learning rate of preschool children

Two different models for providing preschool instruction were investigated. The more traditional model of self selection from teacher planned activities was compared with a model wherein activities were planned to complement each child's preferred learning modality. The subjects were 300 three, four, and five year olds. Subjects were assigned by intact classrooms to teachers in one of the two method groups. The Learning Accomplishment Profile was used as a pretest to determine each child's developmental level across seven areas. Preferred learning styles were determined by the Learning Style Inventory-Preschool Version.

Subjects were instructed for 7 months in the particular method to which they had been assigned. Each child was again given the Learning Accomplishment Profile as a posttest. Mean gain scores were calculated for each of the two groups to determine if there was a significant difference in the cognitive variable for the two groups. Forty-seven percent of children in the modality instructed group scored higher in all seven areas. Seventy-two percent of the modality instructed group had higher scores in the targeted cognitive area. The mean gain score in the cognitive area for the self selection group was 4.3 reported in years and months, and 4.9 for the modality instructed group.

Results suggest that teaching young children through their preferred modalities leads to faster developmental readiness. These results justify this method of instruction as one way to help children become more effective learners.