The Read/Write (R) Learning Style- Summary
The Read/Write is a convenient learning style that bases on the transmission of information and knowledge through words (Nilson, 2010, p. 232). Students, teachers, and academicians prefer the Read/Write method of learning to the Visual, Auditory, and Kinesthetic methods. The Visual style incorporates the transmission of information in graphs, diagrams, and charts, while the auditory style entails depicting information through speaking and audios. On the other hand, the kinesthetic style of learning incorporates transmission of knowledge by using practice and experience (Blerkom, 2009, p. 24).
However, the Read/Write method majorly focuses on individuals’ ability to read widely and write well in order to effectively communicate or grasp the message in question. Therefore, graduates and employers widely seek to use the R mode for its effectiveness in the determination of professional qualifications. In addition, the R preference focuses on text-based output and input that includes writing and reading in various forms such as assignments, essays, reports, and manuals (Nilson, 2010, p. 234). A wide population that prefers the R mode of learning is therefore addicted to the use of quotations, thesauri, dictionaries, diaries, lists, the internet, and PowerPoint. Moreover, the mode is convenient owing to its incorporation and attachment of visual symbols to its message or information in the internet and google media, a characteristic that is seldom on the other learning preferences.
Preferred Learning Strategies
Learning entails acquisition of skills and knowledge, and the effectiveness of result or the achievement of the goal of learning rests on the preferable learning method and strategies of an individual. Therefore, various strategies of learning dictate the achievement of its goal, which entails a successful acquisition of information. Ensuring efficiency in the media of knowledge transmission, focusing on the effectiveness and the method of acquisition, and incorporating effective methods of producing the best output are reliable learning strategies (Blerkom, 2009, p. 27). In addition, addressing the issue of forgetting by making records of the necessary information is paramount for the achievement of quality output. Moreover, consulting from various media and persons such as teachers would ensure adequacy in knowledge acquisition and offer diversity that would help in effective comprehension. Consequently, the Read/Write learning style offers effective learning strategies that would embrace the realm of the general strategies of learning.
A Comparison of the Preferred Learning Strategies with the Read/Write Learning Strategies
Efficiency in the media that transmit knowledge and information is necessary, and the R style ensures their adequacy by offering a variety of learning tools that include manuals, textbooks, handouts, definitions, glossaries, dictionaries, lists, notes, and headings. The tools ensure efficiency in acquisition, reference, and revision of the necessary knowledge. In addition, a learning strategy that provides for an effective method of knowledge acquisition is relevant, and the R style offers a variety. The R style, for instance, stresses on making short notes that would help in revision, reading the notes in a silent environment, and paraphrasing the principles and ideas in order to facilitate for comprehension (Blerkom, 2009, p.18).
Moreover, the Read/Write learning style facilitates for quality output by providing an ambiance for learners to perform excellently in assignments, exams, or tests. The style therefore provides that learners should practice with several choice questions, arrange words in points and hierarchies, and write paragraphs, endings, and beginnings in order to achieve a quality output. The Read/Write style additionally addresses the issue of forgetting by stressing on making notes, providing manuals that would facilitate for revision of information, and making a summary of whatever one learns after the learning process to ensure comprehension. Furthermore, the method facilitates for diversity in knowledge acquisition and transmission, since it incorporates teacher’s notes that have good explanations and quality sentence constructions that would instill the relevant reading and writing skills to thee reader. The teacher’s notes also offer diversity of knowledge acquisition, since the notes are an additional manual to other references such as textbooks and handouts (Blerkom, 2009, p. 23).
How the Awareness of Individual Learning Strategies and Preferences Influence Teaching and Learning
An awareness of individual learning strategies, styles, and preferences would widely influence teaching, since teachers would be consequently aware of the effective teaching style to apply to a respective population of students. In addition, teachers would be able to revise their teaching strategies and methods in order to embrace preferable learning styles, or the styles that produces the best output. Teachers would additionally incorporate a variation of their teaching methods with respect to various topics and learners’ preferences in order to satisfy every learner and ensure the production of the best output. Furthermore, those in a position to teach would be able to understand the weaknesses and strengths of individual learners and therefore deduce the learning styles that best suits an individual learner (Tileston, 2010, p. 21).
On the other hand, an awareness of individual learning preferences, styles, and strategies would influence learning, since it would facilitate for the best output from the learner. The learner is therefore able to apply his own style in the acquisition of knowledge, which would in turn lead to quality output. Additionally, the learner has freedom of choose from various choices of learning styles and acquire efficient knowledge using their own preferences. Learners would therefore be capable of identifying their weaknesses and strengths with respect to learning styles, and know the necessary strategy or style to apply when in great need of acquiring information (Tileston, 2010, p. 23).
Conclusion
In conclusion, an awareness of learning styles and preferences is relevant in teaching and learning, and a choice of learning strategies that would facilitate for efficient acquisition of knowledge is paramount. The Read/Write strategy is therefore convenient, since it incorporates strategies that facilitate for efficient learning.
References
Blerkom, D. V. (2009). Orientation to College Learning. Boston, MA: Cengage Learning.
Nilson, L. B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. Hoboken, NJ: John Wiley & Sons.
Tileston, D. W. (2010). Ten Best Teaching Practices: How Brain Research and Learning Styles Define Teaching Competencies. Thousand Oaks, NY: Corwin Press.
