Learning Styles and Study Skills Materials
ACHIEVEMENT MOTIVATION PROFILE (AMP)
Friedland, Jotham, Harvey Mandel, Sander M
~ evaluates underachieving or unmotivated students using 140 ( C& H ) or 107 ( Junior) brief, self-descriptive statements written at the fourth-grade reading level. Topics covered are: Motivation for Achievement, Inner Resources, Interpersonal Strengths, and Work Habits.
Kit includes: Manual , Junior Supplement, 25 auto-score forms each High school /College & Junior
RANGE: Junior 10-14 years HighSchool/College 14+ years
ADMINISTRATION: Individual Self-Report
TIME: 20-30 minutes
LEVEL: B
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BARSCH LEARNING STYLE INVENTORY - REVISED (BLSI-R)
Barsch, Jeffrey
~ provides high school or college students with an indication of their strengths and weaknesses in learning through 4 different sensory channels: auditory, visual, tactile and kinesthetic. The study tips list guidelines on how to maximize individual learning styles
Kit includes: 10 inventories and 10 study tips
RANGE: 14+ years
ADMINISTRATION: Group, 5-10 minutes
LEVEL: B
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CHILDREN'S ACADEMIC INTRINSIC MOTIVATION INVENTORY (CAIMI)
Gottfried, Adele E.
~ assesses academic motivation in school age children. The 44 questions comprise 122 items in five scales: Math, Reading, Social Studies, Science, and General Academic Motivation. CAIMI is a student self-report inventory. Results can be reported as T-scores or percentiles.
Kit includes: manual, 50 booklets, and 50 profiles
RANGE: grades 4-8
ADMINISTRATION: Group, 20-30 minutes
LEVEL: B
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ECLECTIC LEARNING PROFILE (ELP)
Warren, Erica
~ (2006) is an informal (no-normed) self-report checklist completed by students to describe the ways they learn best. Statements describe 12 ways to learn: visual, auditory, tactile, kinesthetic, sequential, simultaneous, reflective, verbal, interactive, direct experience, indirect experience and through rythm.
Kit includes Manual and 25 Profile/summary forms.
RANGE: Grades 3 - Adult
ADMINISTRATION: 10-15 minutes
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LEARNING AND STUDY STRATEGIES INVENTORY 2ND ED (LASSI)
~ measures students "use of learning and study strategies and methods". Two self-scoring, self-interpreting test-forms are avilable. LASSI-HS is recommended for older students (grade 9 and above). LASSI assesses thoughts and behaviors related to successful learning, which are amenable to intervention.
It consists of seventy-seven 5-point likert items assess attitudes toward learning and studying. The test booklets come in a self-scoring/self-interpreting format.
ADMINISTRATION: 30 minutes, group.
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LEARNING STYLE INVENTORY
Kolb, David
~ a 12 item inventory that attempts to identify elements of learning style in 4 domains: Diverger, Assimilator, Converger, and Accommodator.
The inventory is self-scoring and self-interpreting.
The booklets (only) are also available in French or Spanish
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LEARNING STYLES INVENTORY
Canfield, Albert A.
~ can be used to adapt instructional strategies to learner needs, to design alternative curricula, to help individuals select courses or work environments compatible with their learning styles.
Four dimensions are assessed. (1) Preferred Conditions for Learning: Does the student like teamwork, independent study, competition, classroom discipline, organized coursework, a close relationship with the instructor, or detailed information on assignments and requirements? (2) Areas of Interest: Does the student like to work with numbers, language, things, or people? (3) Mode of Learning: Does the student prefer to obtain new information through listening, reading, interpreting illustrations or graphs, or through hands-on experience? (4) Expectation for Course Grade: How well does the student expect to perform in the class?
The two forms are NON-EQUIVALENT: Form B offers high-school norms, and Form C offers junior high-school norms.
Forms A & B are written at a 7th grade reading level. Form E (easy-to-read edition), is written at a 4th grade reading level, and has college norms.
Kit includes: manual and 2 each of Forms A, B, C and E
RANGE: 16+ years
ADMINISTRATION: Individual
TIME: 15-20 minutes
LEVEL: B
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LEARNING TO LISTEN: LISTENING TO LEARN
McDonald, Melanie & Ann Sutherland
~ (2007) is a manual for teaching listening skills to elementary and pre-school age students. Of the four basic types of communication (listening, speaking, reading, and writing), listening develops first. Even though listening is used the most, it is taught the least. Often educators believe that normal hearing children will develop good listening skills without any special instruction. This assumption leads to instructional practices which do not remedy student deficits in listening skill. In such cases, educational standing may improve with simple training and direction in listening.
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LISTEN, LOOK, AND THINK - A SELF-REGULATION PROGRAM
Parker, Harvey C.
~ (1993) helps children pay attention in school or when doing homework featuring an endless tape which plays an audible tone at variable intervals. The student listens for the beep while attending to class work. When the beep sounds, the student checks on a self-recording sheet whether he or she was paying attention to his or he work.
RANGE: all ages
ADMINSTRATION: Individual or Group
LEVEL: A
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ONE MINUTE ACADEMIC FUNCTIONAL ASSESSMENT/INTERVENTIONS
Witt & Beck
~ (1999) is a resource to help educators identify factors and conditions that influence a child's performance in school. Helps to identify whether students "can't do", or "won't do" assigned work. The assessment/intervention model used is termed "Precision Teaching". The model recognizes that assessments include factors which are not under the teachers control, that evlauating individual progress is preferable to comparing students to each other, that testing (assessment) should be linked to instruction, that changing one thing at a time best identifies functional relationships, and that skills should be measured daily.
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SCHOOL MOTIVATION AND LEARNIG STRATEGIES INVENTORY (SMALSI)
Stroud, Kathy PhD, Ceceil Reynolds,Phd
~ (2006) is designed to allow early identification of learning strategy and learning skills related to academic success. Designed for both special and general education students, this new self-report inventory assesses 10 primary constructs associated with academic motivation, learning strategies, and study habits. 7 scales focus on student strengths and 3 identify liabilities. Scales include: Study Strategies, Note-Taking/Listening Skills, Reading/Comprehension Strategies, Writing/Research Skills, Test-Taking Strategies, Organizational Techniques, Time Management, Low Academic Motivation, Test Anxiety, Concentration/Attention Difficulties, and Inconsistent Responding index.
Complete Kit (Ages 8 - 18 years) Includes :25 Child Test Forms; 1 Set of Child Scoring Templates; 25 child Profile Sheets; 25 Teen Test Forms; 1 Set of Teen Scoring Templates; 25 Teen Profile Sheets; Manual Add to Cart
Child kit (8 - 12 years only) Includes: 25 Child Test Forms; 1 Set of Child Scoring Templates; 25 Child Profile Sheets; Manual Add to Cart
Teen kit (13 - 18 years) Includes: 25 Teen Test Forms; 1 Set of Teen Scoring Templates; 25 Teen Profile Sheets; Manual
ADMINISTRATION: Group , 20-30 minutes
LEVEL: B
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SCHOOL POWER -STUDY SKILL STRATEGIES FOR SCHOOL SUCCESS
Schumm, Jeanne Shay, Ph.D.
~ covers everything from getting organized to taking notes, preparing speeches, writing papers, spelling, reading, following directions, managing long term assignments, and using computers to help with school projects and research.
RANGE: 11+ years
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STUDY ATTITUDES AND METHODS SURVEY (SAMS)
Michael, William B. et al
~ assesses dimensions of a motivational, non-cognitive nature which are related to school achievement. As a technique for use in classroom or school-wide survey, the results can be used to identify those students who might be expected to benefit the most from individual counselling.
Specimen Set: includes Manual and all Forms
RANGE: High School and College
ADMINISTRATION: Individual or Group
TIME: 20-30 minutes
LEVEL: B
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TEACHING STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS
Hammill, Donald D. and Nettie Bartel
~ (1995) is designed to manage mild to moderate difficulties in resource and inclusive settings by providing teachers with a comprehensive overview of informal assessment and adaptive instruction.
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TEACHING STUDY SKILLS TO STUDENTS WITH LEARNING PROBLEMS
Hoover, John & James Patton
~ (2006) subtitled "A Teacher's Guide for Meeting Diverse Needs", this second edition offers comprehensive coverage for educators in grades K-12. It includes strategies and teaching methods for helping students with learning problems develop, maintain and generalize twelve study skills essential for successful learning in today's curriculum.
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UP FROM UNDERACHIEVEMENT
Heacox, Diane
~ This text provides information for helping the underachiever who seems to want to succeed in school, but just doesn't know how. Teachers, Students and Parents work together on an "Action plan" that spells out everyone's responsibilities. Student's become part of a "team". Includes 12 reproducible masters.
RANGE: All grades
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