2. Introduction
All children have different ways of
learning called learning styles. The three
main learning styles are auditory, visual,
and bodily-kinesthetic. Teachers must
connect with students through these
individual learning styles. When they
incorporate different learning styles in their
instruction, teachers can significantly
enhance student learning.

3. Auditory Learners
 Auditory learners enjoy talking
and listening.
 Information becomes real to
them through discussions
(Sprenger, 2005).
 They remember what they hear
more clearly than what they see
or feel (Sprenger, 2005).
 These learners interpret the
essential meaning of speech by
listening to tone of voice, pitch,
and speed (Learning Styles,
n.d.).

4. Auditory Learners
The auditory learning style is most closely
related to Verbal/Linguistic Intelligence.
• Verbal intelligence involves the mastery of
language (Nolen, 2003).
It is also related to
Musical/Rhythmic and
Interpersonal intelligences.

5. Auditory Learners:
 Think in words
 Frequently learn by reading or writing
 Tend to become teachers, journalists, writers,
translators
 Are great storytellers and joke tellers
 Are able to use words with clarity
 Are great at explaining
 Follow oral directions well
 Enjoy music

6. Ways Teachers Can Help
Auditory Learners
 Regulate tone of voice, inflection, and body language
when teaching so students will stay focused and
attentive (Farwell, 2011).
 Let students use self-talk as they work through things.
 Integrate music into the curriculum as much as possible.
Use songs, melodies, rhythms, and beats to teach skills.
 Encourage children to whisper read when they read
independently.
 Have students participate in small or large group
discussions before they work independently (Hutton,
2011).

7. Auditory learners would benefit from
activities such as:
 Discussions
 Debates
 Read alouds
 Listening to books on tape
 Reading a text aloud
 Lectures
 Making speeches and presentations
 Using a tape recorder during lectures
 Creating songs to help remember things (Learning
Styles, n.d.)

8. Literacy Coaches can:
• Provide staff development for teachers on
the auditory learning style and how to
incorporate it into daily instruction.
• Demonstrate lessons that are designed for
auditory learners.
• Guide teachers to use appropriate strategies
to reach auditory learners ~ discussions,
debates, etc.
• Encourage teachers to share teaching
Role of the literacy coach in maximizing student achievement
strategies that have worked well with
auditory learners.
• Start a book club with auditory learners and
meet weekly to discuss the book.

9. Visual Learners
• Visual learners are those that learn best through
seeing them (Fleming 2011).
• The individual process information in pictures
rather than words (Silverman & Freed, 1996).

10. A visual learner:
 Needs quiet study time
 Likes color/dreams in color
 Understands and likes charts (Fleming, 2011)
 Make vivid images of movies in their mind
 Pay attention to body language like facial expressions
 Can easily remember size, shape, color, or texture.

11. Visual students would benefit from
activities such as:
Activities that include maps, videos, models, puzzles,
matching activities, graphs, computers, and word
searches
 Write down and highlight information
Using pictures or drawing to express understanding of
content
Use visuals to teach lessons, including pictures,
graphics, images, charts, outlines, story maps and
diagrams

12. Literacy Coaches can:
 Videotape strategies that teachers are
effectively practicing in their classrooms. This
can produce compelling evidence of best
practices (Blachowicz, Obrochta & Fogelberg,
2005).
 Can also encourage teachers to videotape their
own instruction and then review it in private
to reflect on their instruction.
 Use visuals in her presentations as well to
model teachers the importance of these.
 Provide charts that show on how visuals is
fundamental to students with limited
background knowledge and to English
Language Learners.

13. Bodily Kinesthetic Learners
 Bodily kinesthetic learners have the ability to
understand and solve problems in the world through
body or parts of the body( Armstrong, 2000).
 Kinesthesis is the dimensions to act gracefully and to
capture directly the actions or the vibrant abilities of
other people or objects ( Armstrong, 2000).

14. A bodily kinesthetic learner:
 Ability to manipulate objects to learn.
 Carry out delicate movements using precise control
such as dancers and athletes.
 Can not sit still for long periods of time.
 Enjoy keeping their hands busy.

15. Bodily Kinesthetic students would
benefit from activities such as:

16. Literacy Coaches can:
 Help the teacher come up with ways to increase
kinesthetic learning opportunities.
 Support literacy through visual and spatial
representations – such as storyboards, drawing, acting
(King & Gurian, 2006).
 Co-teach with the teacher to help them get
comfortable with these types of activities.

17. Conclusion
Literacy Coaches are vital to
promote instruction that
convey the three learning
styles. It is through
curriculum development,
modeling instruction and
direct instruction that the
learning styles can be
implemented. Literacy
coaches and teachers must
work in partnership. This is
essential in order to meet
our students needs.

18. References
Armstrong, T. (2000). Multiple Intelligences in the classroom. Association for Supervision & Curriculum Development
located in the GCU e Library at http://site.ebrary.com/lib/grandcanyon/Doc?id=10044795&ppg=63
Blachowicz, C., Obrochta, C., & Fogelberg, E. (2005). Literacy Coaching For Change. Retrieved March 7, 2011, from
http://www.uncwil.edu/cte/events/fall05/MidCourseCorrections/literacy%20change.pdf
Farwell, T. (2011). Visual, auditory, kinesthetic learners. Retrieved March 8, 2011, from
http://school.familyeducation.com/intelligence/teaching-methods/38519.html
Hutton, S. (2011). Helping Auditory Learners Succeed. Retrieved March 7, 2011, from
http://www.education.com/magazine/article/auditory_learners/
Hutton, S. (2011). Helping Visual Learners Succeed. Retrieved March 7, 2011, from
http://www.education.com/magazine/article/Helping_Visual_Learners
Fleming, G. (2011). Visual Learning: Learners Who Understand by Seeing. Retrieved March 6, 2011, from
http://homeworktips.about.com/od/homeworkhelp/a/visual.htm
King, K. & Gurian, M. (2006). Teaching to the minds of boys. Retrieved March 8, 2011 from
http://www.floridaliteracycoaches.org/Toolbox/professional_readings/teaching_to_the_minds_of_boys.pdf
Learning styles explained. (n.d.). Retrieved March 7, 2011, from http://www.ldpride.net/learningstyles.MI.htm#Learning
%20Styles%20Explained
Logsdon, Amy. (2011). Bodily Kinesthetic Learning Style - Understanding Bodily Kinesthetic Learner. Retrieved March
7, 2011, from http://learningdisabilities.about.com/od/resourcesresearch/qt/Bodily_kinesthe.htm
Nolen, J. L. (2003). MULTIPLE INTELLIGENCES IN THE CLASSROOM. Education, 124(1), 115-119. Retrieved
from EBSCOhost.
Silverman, L., Freed, J. (1996). The Visual Spatial Learner. Retrieved March 6, 2011, from
http://www.dyslexia.com/library/silver1.htm
Sprenger, M. (2005). How to teach so students remember. Alexandria, VA: ASCD.