Matching Effects of Cognitive Learning Styles with Reading Interventions on L2 Reading of Struggling Readers

The purpose of this study is to explore the interactive effects of reading interventions and learning styles on those who struggle with L2 reading. The final objects of this study are 95 struggling readers who are freshmen in college. To explore the effects of the reading intervention and to identify whether there are any reciprocal effects of learning styles and instructions, data were gathered from 3 reading classes (2 experimental groups and 1 control group). According to the results of this study, the findings show that the group of participants receiving reading instructions matched with their individual learning styles outperformed those who are the opposite. This study will provide English reading teachers, who could modify reading their instructions to incorporate cognitive learning styles, with useful information.