| by Sue Ellen Read, Ph. D. | adapted from Dr. Rita Dunn |
| Northeastern State University | St. John's University, N.Y. |
| Sound Preference: | ||
| Recommendations: | ||
| No
Sound |
Provide a "silence zone" where
student can concentrate. |
|
| Needs Sound | Provide background music - preferably classical baroque music. |
| Light Preference: | ||
| Recommendations: | ||
| Low Light | Permit study with
soft lights. |
|
| Bright Light | Provide extra illumination. For some who need bright light, artificial light is preferred. Others may need natural light. Those who need natural light can be aided by using full spectrum light bulbs. |
| Temperature Preference: | ||
| Recommendations: | ||
| Cool | Permit student to
work in cooler sections of the home. |
|
| Warm | Permit student to work in warmer sections of home or let student wear a sweater or extra clothing. |
| Design Preference: | ||
| Recommendations: | ||
| Formal | Provide a straight
chair and a hard surface for books & papers. |
|
| Informal | Permit student to study on the floor, couch, easy chair or a bean bag. |
| Sociological Preference: | ||
| Recommendations: | ||
| Alone | Allow student to
work alone. |
|
| Authority | Provide frequent
interaction and direction with authority figure. |
|
| Peer | Allow students to work with a peer or group. Check periodically to make sure that the students are on task. |
| Structure Preference: | ||
| Recommendations: | ||
| Needs | Go over assignment
directions and map out a plan for work completion. Periodically check progress. |
|
| Needs Little | Permit choice and options and establish flexible time limits. |
| Responsible: | ||
| Recommendations: | ||
| Is Not | Provide short assignments;
check work often. Explain why what you want the student to do is important
to you. Speak collegially, rather than authoritatively. Give choices. |
|
| Is | Be specific; permit self-pacing & self-checking. Provide feedback as needed. |
| Persistence: | ||
| Recommendations: | ||
| Is | Provide uninterrupted
work or leisure-reading periods. |
|
| Is Not | Allow frequent breaks during concentration periods. |
| Motivation Preference: | ||
| Recommendations: | ||
| Teacher | Explain how good
work will please the teacher. If necessary, interact with teacher to get
assignments. |
|
| Parent | Needs praise and
feedback from supervising parent figure. |
|
| Self | Permit self-pacing
and self-checking. Provide a variety of instructional resources. |
|
| Not Motivated | Establish specific, attainable short-term goals. Provide frequent praise & feedback. Help the student understand how assignment applies to own life. |
| Perceptual Preference: | ||
| Recommendations: | ||
| Visual | Learner must see
what they are trying to remember. List assignments; provide written directions.
When appropriate, use pictures & videos to help understanding. |
|
| Auditory | Provide tape recorded
books. Tape record spelling list, first pronouncing the word, then pausing
to let the learner write it down and finally providing the correct spelling.
Emphasize phonics and linguistic reading approaches. Encourage student to
talk through problems. |
|
| Tactual | Get hands involved
in learning. Use materials like Flip Chutes, Task Cards, Electro-boards,
Pick and Answer, puzzles, sand paper letters and numerals. Permit frequent
use of the chalkboard, flannel board, magnetic board, typewriter and computer. |
|
| Kinesthetic | Get the whole body involved in learning. To improve spelling, have the student make the letters with his/her body; provide cardboard squares or letters for student to walk on while spelling each letter. Have learner act out scenes. Use rhythm & rap to memorize formulas, lists and processes. Put gestures to stages or lists to be committed to memory. Allow learner to walk or rock while reading. Discuss or verbalize lists while shooting basketball, jumping rope, etc. |
| Intake Preference: | ||
| Recommendations: | ||
| Does Not Require | Permit student to
choose their own snack time if they wish. |
|
| Does Require | Keep on hand nutritious snacks & liquids; allow frequent snack breaks. |
| Mobility Preference: | ||
| Recommendations: | ||
| Does Not Require | Allow to remain stationary
while concentrating. |
|
| Requires | Allow undisruptive movement. |
| Time Preference: | ||
| Recommendations: | ||
| Morning | Get difficult work
done in the morning. Have important information sharing in the a.m. |
|
| Afternoon |
Allow difficult work
to be performed in the afternoon. Share important information during the
afternoon. |
|
| Evening |
Let work be done after 6:00 p.m. Share important information at night. |