Download Working Memory Performance, Learning and Study Strategies and

Chapter 2
Table 2.4 Means, and Standard Deviations of Measures of Learning Strategies and
Study Skills by Disability Status (Study 1A)
Non Dyslexic
Dyslexic
M
SD
M
SD
F
Anxiety
26.00
5.41
16.83
3.43
25.567**
Attitude
26.93
5.68
25.83
7.77
0.172
Concentration
20.71
5.21
18.92
4.54
0.864
Information Processing
24.14
5.40
26.50
5.71
1.166
Motivation
25.50
6.27
24.83
5.20
0.085
Self-Testing
19.00
6.24
20.00
6.67
0.156
Selecting Main Ideas
25.07
5.41
22.58
5.50
1.345
Study Aids
24.64
3.59
24.75
2.70
0.007
Time Management
19.93
4.80
18.75
2.96
0.545
Test Taking
24.57
4.68
22.50
4.27
1.260
Measure
LASSI
Note: LASSI = Learning and Study Skills Inventory (Weinstein et. al, 2002); STM =
short-term memory; WM = working memory. *p<0.05, **p<0.01
Learning preferences/tendency
The data measured from the Index of Learning Styles questionnaires were
analysed using the MANOVA to examine whether there is also differences between
groups in terms of their learning preferences or tendencies. From the data, there was
no significant overall group difference between dyslexic and non-dyslexic students
in learning preferences scores F(4,21) = 1.469, ns (p=0.247; partial η2 = 0.22).
Nonetheless, a look at the mean in active reflective learning preferences and visual
verbal learning preferences shown in Table 2.5 indicates that fairly large difference
exists between means and something noteworthy is going on. Individual analyses
showed one significant difference in active reflective learning preferences, F(1,24) =
5.004, p<0.01 partial η2=0.17 where students with no learning disabilities lean more
towards the active learning preference while dyslexic students showed a balance in
between the two learning styles.
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