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Auditory learning or auditory modality is one of three learning modalities originally proposed by Walter Burke Barbe and colleagues that characterizes a learner as depending on listening and speaking as a main way of processing and/or retaining information.[1][2]
According to the theory, auditory learners must be able to hear what is being said to understand, and may have difficulty with instructions that are written or drawn. They also use their listening and repeating skills to sort through the information presented to them.[3]
Few studies have found validity in using learning styles in education.[4]
- ^ Barbe, Walter Burke; Swassing, Raymond H.; Milone, Michael N. (1979). Teaching through modality strengths: concepts practices. Columbus, Ohio: Zaner-Bloser. ISBN 0883091003. OCLC 5990906.
- ^ Kostelnik, M.J., Soderman, A.K., Whiren, AP. (2004). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (3rd ed.). Columbus: Pearson, Merrill Prentice Hall.
- ^ Vincent, A.; Ross, D. (2001). "Learning Style Awareness". Journal of Research on Computing in Education. 33: 1–10.
- ^ Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G. (July 2015). "The scientific status of learning styles theories". Teaching of Psychology. 42 (3): 266–271. doi:10.1177/0098628315589505. S2CID 146126992.