The effect of individualized instruction based on learning styles on the development of second grade primary school students' reading comprehension

The purpose of this study is to determine whether individualized instruction based on learning styles improves the reading comprehension of second grade primary school students. The sample of the research, in which the action research model was used, consists of 15 second-grade primary school students studying in a village school in Batman, selected through easily accessible case sampling, one of the purposeful sampling methods. The data of the research were "Learning Styles Index for Children", "Informational Text Reading Comprehension Test", "Narrative Text Reading Comprehension Test", semi-structured interview form, researcher diaries, observation form, video recordings, student products, rubric and weekly reading comprehension. were collected through comprehension tests. Wilcoxon Signed Rank Test was used to analyze the sub-problems of the research. Looking at the results of the research, it was concluded that students' learning style preferences generally concentrated on active and sequential learning preferences, and that the two learning styles in the perceptual/intuitive and visual/auditory sub-dimensions were very close to each other. Apart from this, it has been concluded that the individualized teaching environment based on learning styles has a significant effect on improving students' reading comprehension.