VARK Learning Style Assessment
Nicole M. Doherty
Grand Canyon University
Family Centered Health Promotion
Dr. Rhonda Johnston
August 3, 2013
The VARK Questionnaire Results
Your scores were:
You can find more information about your learning preferences in our downloadable book: How Do I Learn Best?
a student's guide to improved learning
You have a mild Read/Write learning preference.
Use the following helpsheets for study strategies that apply to your learning preference: read-write
VARK Learning Style Assessment
Human beings are in a constant state of change, growth and learning. Learning styles are different from person to person. Neil Fleming has developed a tool to assist individuals learn based on their particular learning style. The acronym VARK stands for Visual, Aural, Read/Write, and Kinestetic (Vark, 2012). When completing the VARK questionnaire and obtaining results, these results assist the author to create successful learning strategies to make changes for the author to improve study habits.
There are three strategies for the Read/Write study modality. Learners should have a strong preference to some or all of the following strategies. Intake: to take in information by lists, definitions, handouts, textbooks, and notes (usually verbatim). The learner should study without tears. (SWOT) This mode changes notes into a learnable form. Examples of SWOT are writing words again and again, reading notes silently over and over, and rewriting ideas in a different format. The last strategy is Output: to perform optimally on assignments or exams. The learner should write their own exam questions and answers, practice example multiple choice questions and write paragraphs and information into lists (Vark, 2012).
According to the VARK questionnaire analysis, the author is a Read/Write. The author agrees with this assessment. She has 3 bookcases full of historical fiction and novels. Her favorite thing to do is read and her favorite authors are Jean Auel, John Irving, Charles Frazier, Nicholas Evans, and Tawni O’Dell. The author could name many more! In high school the author kept journals and before becoming a nurse wanted to be an English major. Writing words on paper is much easier than expressing them by mouth and always has been. The author has been accused on more than one occasion of speaking before thinking, but the author has only grown wiser where this is concerned, with age. As far as education and learning is concerned; the author was enrolled in Spanish classes up until she decided to pursue her BSN. Writing and re-writing the Spanish words was extremely helpful to ensure the correct spelling for the extensive quizzes, tests, and essays that were given. Reading the textbook for cultural comprehension was important for class participation. The author would take hurried notes in class and then re-copy them at home for reinforcement. The author scored a 2 in Aural on the VARK questionaire. During Spanish classes the repeating of the actual Spanish words was a must for the correct pronunciation of the word. In nursing school, the author would do the same. She would write the lecture notes sloppily because the teacher always talked so fast, and then re-write them and re-read them. The author read the textbooks, hi-lighting key phrases and re-reading them. In nursing school the author and a friend had a study group where we posed questions to each other. When taking the CCRN exam, the author practiced with a book of multiple choice questions.
As stated in the score analysis, the author received a 9 in Kinestetic. The author was not familiar with Kinestetic. For the Kinestetic learner Intake involves: using all the senses, laboratories, field trips, lecturers who give real life examples, trial and error, and exhibits. SWOT examples include referencing case studies, going to a lab, and recalling...
References: Fleming, N. (2012). VARK a guide to learning styles. Retrieved from
Griss, S. (2007). MOVING MOUNTAINS, RUNNING RIVERS: A Kinesthetic Approach to
Teaching Science. Educational Leadership, Retrieved from
Pourhossein, A. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on
English Language Teaching. Journal of Studies in Education, 2(1), doi: ISSN 2162-6952
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