Literacy programmes related to learning styles in secondary education: a systematic review of the literature

Abstract

In this systematic literature review, reading and writing programs related to learning styles are analyzed. Exhaustive searches were conducted on several databases and studies were included that evaluated reading and writing programs for children and adolescents and reported on their relationship with learning styles. A total of 15 studies met the inclusion criteria and were analyzed. The results showed that reading and writing programs that adapt to students' different learning styles can be more effective than those that do not. In particular, programs that include multiple teaching modalities, such as visual, auditory, and kinesthetic, were effective in improving reading comprehension and writing skills in children and adolescents. However, some studies also pointed out that it is not always easy to adapt reading and writing programs to different learning styles due to the complexity of evaluating and understanding students' learning styles. Therefore, more research is needed to better understand how to adapt reading and writing programs to meet the individual needs of students. This systematic literature review indicates that reading and writing programs that adapt to different learning styles can be more effective in improving reading and writing skills in children and adolescents. However, more research is needed to better understand how to adapt reading and writing programs to meet the individual needs of students.