The current study used a mixed-methods approach to expand the extant research exploring expectations, attitudes, interactions and perceptions between teacher and student as a function of cognitive styles (the structure of thought, or how one processes information). The overarching research question was: After controlling for pre-existing risk factors, are there measurable reading achievement gains made by matching the cognitive styles of teachers and kindergarten/first grade students?through Grade 3, Second Edition (DRA, K-3, Beavers, 2006), which includes the DRA Word Analysis (Beavers, 2005). ... There is a reading correlation chart that accompanies each book and provides the examiner (teacher) with theanbsp;...
|Title||:||Exploring the Relationship Between Teacher-student Cognitive Style Congruence and Reading Achievement in Kindergarten and First Grade: A Mixed-methods Study|
|Author||:||Jill D. Redmond|
|Publisher||:||ProQuest - 2009|