THE RELATIONSHIP BETWEEN LEARNING STYLES AND VOCABULARY ACHIEVEMENT IN PRIMARY SCHOOL
DOI:
https://doi.org/10.37547/Keywords:
learning styles, vocabulary acquisition, primary education, VARK model, differentiated instruction, lexical development, English language teachingAbstract
Vocabulary acquisition represents a foundational pillar of literacy development in primary education, yet students exhibit markedly different patterns of lexical growth depending on their dominant learning styles. This article investigates the relationship between individual learning styles — visual, auditory, kinaesthetic, and read/write — and vocabulary achievement among primary school learners. Drawing on a mixed-methods research design involving 120 students aged 7–11 across three primary schools in Fergana region, the study employs both standardised vocabulary assessments and learning style inventories. Quantitative findings reveal statistically significant correlations between specific learning styles and vocabulary test performance, while qualitative data illuminate the instructional strategies that best accommodate each learner profile. Results indicate that visual and read/write learners consistently outperform peers in written vocabulary tasks, whereas kinaesthetic learners demonstrate stronger performance in contextually embedded vocabulary activities. The article concludes with evidence-based pedagogical recommendations for primary school teachers seeking to differentiate vocabulary instruction in alignment with diverse learner needs.
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