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Chapter 1

THE PROBLEM

Background of the Study

One of the most misunderstood learning difficulties in today's educational

environment is dyslexia. Contrary to popular belief, dyslexia involves a far wider

range of learning challenges than only letter reversals and reading difficulties

(Dyslexia Correction Program, 2007).

Dyslexia can endanger a person's entire future, something many people

are unaware of. Undiagnosed individuals eventually get detached from the

source of life (San Jose, 2012). Dyslexic people have difficulty reading

accurately. By the time they reach adulthood, the majority can read, but typically

at a slower pace and with more difficulty (Dyslexia Association of Singapore,

2009) and language deficits were present in adults with dyslexia, and the degree

of reading disability predicted the kind and severity of these deficit (Birch and

Chase, 2004).
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In the Philippines, based on the University of Mindanao's open admissions

policy, which admits all applicants without screening, it is likely that some

students would have dyslexia. However, rather than being cause for concern,

this circumstance should be seen as a challenge for the administration and

academic leaders to plan for effective ways to meet these learners' demands by

comprehending their personality types and learning preferences. (San Jose,

2015).

Two of the main concerns of students regarding their academic

achievement that professors occasionally ignore are learning styles and

personality types. According to Kelly (2012), some educators downplay the

significance of personality types and learning styles. They don't strive to change

their primary technique of instruction; they just keep using it. This is a mistake

that will hinder pupils' learning and negatively affect their academic achievement

in the classroom.

United Nations Educational, Scientific and Cultural Organization (2011)

insist that diverse learning styles and personality types exist throughout the

world and that these are represented in the various academic strengths,
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weaknesses, talents, and interests. However, as people respond differently to

various instructional philosophies and the main manner of instruction favors

particular learning styles or personality types over others, they might not all have

an equal chance of succeeding in school. To create balanced training that works

for all students, it is crucial to understand how learning styles and personality

traits differ.

It's not a novel concept to try to match learning preferences with

personality types. Numerous international research have discovered a connection

between students' academic success and their personality types and learning

methods. One of which is Kluckhohn et al (2000) who concluded that every

person is unique in some ways, similar to some other people, and different from

everyone else in other ways. These variations and parallels might be related to

learning experiences.

Yeung (2005), on the other hand, indicated that a learning style that is

not influenced by personality type-related elements is only effective in the short

term. This is supported by Ratnayake (2003) who claimed that personality traits

have a significant increase in influence on learning methods in recent years. It is

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obvious that learning styles and personality traits operate together, making it

impossible to discuss learning styles while ignoring personality traits of language

learners as an abstract but significant variable. Knowing that learning styles and

strategies of individual students interact and that the learner consciously chooses

strategies that fit his or her learning style.

Since personality types are a crucial component of learning styles and

both are intertwined and operate on a continuum, emphasis should be placed on

these concepts. In general, personality traits are expressed in learning styles,

which are reflected in learning strategies, which are then manifested in learning

tactics, all of which result in a likely outcome.

Here in the country, every student's academic success is significantly

impacted by their personality type and learning preferences. Few studies,

meanwhile, have attempted to link the two variables to how well students with

learning disabilities perform in the classroom.

Narh (2016) describes learning difficulty as a dynamic and evolving

condition that makes it challenging for one to take in, hold onto, and recall what

is taken in. The United States of America's Public Law 94-142 for instance
 5

"Specific learning difficulty" (SLD) is defined as a disturbance in one or more of

the fundamental psychological functions involved in using spoken or written

language, which may show up as a poor ability to listen, think, talk, read, write,

spell, or perform mathematical calculations.

However, the phrase "learning difficulty" or LD excludes learning issues

that are primarily brought on by physical, mental, or emotional impairments, as

well as environmental, cultural, or economic disadvantages (Narh, 2016).

A lot of experts rejected this concept when it was first offered because

they believed it was too ambiguous. The three biggest issues were. First, it

distinguished individuals who believed it was crucial to find the root reasons of

learning difficulties (such as psychological processing abnormalities) from those

who did not. Second, the term alienated adults with learning difficulties since it

made reference to children. With its vague "exclusion clause," it caused

uncertainty. Professionals anticipated a clearer explanation that while learning

difficulties (LD) can coexist with other disabilities, they cannot cause the

condition to arise.
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The National Joint Committee of Learning Difficulty (1991) defines LD as

"a generic term that refers to a heterogeneous group of disorders that

manifested as significant difficulties" was proposed by a group that included

experts and parents of children with learning difficulties.

An individual who has difficulties learning in the traditional way typically

has various areas of functioning that are included in the definition of learning

difficulty, which is typically brought on by an unidentified issue. The intelligence

of those who struggle with learning is ordinary or above average. There

frequently seems to be a disconnect between a person's potential and their

actual achievements (Learning Disabilities Association of America, 2014). One of

its types is dyslexia.

Dyslexia is a group of symptoms that cause people to struggle with

reading and other specific language skills. Learning in disciplines like arithmetic,

social studies, and science may be impacted by this problem. A child who has

trouble reading at the same level as their peers has access issues since they do

not have the same amount of access to the curriculum as readers who are more

proficient. Dyslexic students find it extremely challenging to catch up once they

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fall behind. He does not acquire the fundamentals and significant knowledge that

serve as the background for acquiring new information. Additionally, any or all of

these difficulties may have a detrimental effect on a learner's sense of self,

leading to low self-esteem and a negative self-concept. These inferiority

complexes can persist for a very long period (Dyslexia Help, 2014).

According to the International Dyslexia Association (2014), approximately

13–14% of students in schools across the country have a disability that makes

them eligible for special education. According to recent studies, learning

difficulties (LD) (6-7%) are categorized as affecting half of all pupils who qualify

for special education. About 85% of those kids with learning disabilities (LD)

struggle with reading and language processing.

In New Zealand, between 40% and 50% of individuals performed below

the minimal level of proficiency necessary to satisfy the complex demands of

daily life in knowledge-based cultures, with a ratio of males to females with self-

reported specific reading learning difficulty (dyslexia) of 3:1 (Chapman, Turner

and Allen, 2003).

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According to the Department of Education (DepEd)'s most recent

statistics, 66,635 (48.81%) of the 43,303,145 children and youth (0-24 years

old) in the Philippines have learning difficulties (Agbon, Mina, 2017).

Unfortunately in the Philippines, there is no explicit mention of students with

dyslexia and other learning challenges (Smythe, Everatt, and Salter, 2004).

It is indisputable that the influence of the rising number of dyslexic kids

has made it more difficult for them to express themselves clearly or fully

understand what others are saying. Dyslexia's impacts extend far beyond the

classroom (International Dyslexia Association, 2014).

As a result, most of the time, the learning preferences and learning styles

of students with dyslexia are the same as those of other students. Thus, it is

crucial that teachers pay attention to the many personality traits of their students

because they have a significant impact on a child's academic success.

Due to this circumstance, the researcher decided to perform a study on

the personality types and learning preferences of dyslexic students registered in

San Carlos City Schools Division for S.Y. 2018-2019.

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Statement of the Problem

The purpose of this study is to identify the personality types and learning

preferences of dyslexic students enrolled in San Carlos City Schools Division for

the S.Y. 2018-2019.

Specifically, this study seeks to answer the following sub-problems:

1. What is the profile of children with dyslexia as to:

a. Sex;

b. Age;

c. Birth Order;

d. Grade Level;

e. Intelligence Quotient (IQ);

f. Parents' Highest Educational Attainment;

g. Parent's Occupation; and

h. Monthly Family Income?

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2. What is the personality type of the students with dyslexia in San Carlos

City Schools Division in terms of:

a. Introversion (Designer; Experiencer; Idealizer; Harmonizer;

Preserver; Systematizer; Strategizer; and Theorizer); and

b. Extroversion (Clarifier; Doer; Energizer; Innovator; Performer;

Socializer; Stabilizer; and Trailblazer)?

3. What is the learning style of the students with dyslexia in San Carlos

City Schools Division?

a. Accommodating;

b. Assimilating;

c. Converging; and

d. Diverging?
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Significance of the Study

The output of the study is beneficial to the following:

Students with Dyslexia. These students are the primary beneficiaries

of the findings since the information acquired and presented in this study can

serve as a starting point for other studies aimed at raising learning quality.

SPED and Inclusive Teachers. By enhancing their teaching methods

generally and their strategies specifically, it will increase teachers' participation in

the intervention program. It is important to note that the study's findings may

enable them to view these students from a wider viewpoint. Despite their

obvious potentials, the aforementioned students require their teachers'

encouragement, guidance, and understanding in order to succeed.

Parents and Guardians. The study's findings will aid parents in better

managing and understanding their kids, particularly when it comes to learning.

Any change to the educational system that raises learning standards through

research study is much welcomed and appreciated given the rising cost of

school.
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School Administrators. They will be inspired to choose wisely when

developing and implementing the curriculum and to enhance teaching methods

and techniques.

Future Researchers. The researcher anticipates that the findings of this

study will provide reliable empirical data sources and additional reading for

future research.

Scope and Delimitation

The purpose of this study was to identify the personality types and

learning preferences of dyslexic students enrolled in San Carlos City Schools

Division for the school years 2018–2019.

The study's participants were students who were currently enrolled in a

school in the San Carlos City Division, had a valid Dyslexia diagnosis, were

suggested by a SPED or inclusive teacher, and had completed psychological

testing. Data from respondents who met the criteria were collected from

integrated and nationalized high schools.

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The Jungian Personality Type Inventory was used to establish the

personality types of these pupils, and Kolb's Learning Style Inventory was utilized

to ascertain the respondents' preferred learning styles.

The variation in personality type scores was not submitted to comparative

analysis. This also applies to the varied learning styles' outcomes.

Definition of Terms

For better understanding of this study, the following terms are hereby

defined lexically and operationally:

Children with Dyslexia. In this study, it pertains to the subject of the

study. These are the students who are currently enrolled in one of the schools in

San Carlos City Division S.Y. 2018-2019; properly diagnosed with Specific

Learning Difficulty – Dyslexia; recommended by a SPED or Inclusive Teacher;

and with psychological test result.

Personality. This refers to individual differences in characteristic patterns

of thinking, feeling and behaving.

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Personality Type. This refers to the psychological classification of

different types of individuals. Using the Jungian Personality Style Inventory (PSI),

students' styles of personality will be determined.

Learning Style. In this study, it is an individual's preferred method of

acquiring knowledge during their educational experience is referred to as their

learning style. The Learning Style Inventory (LSI), which is based on Kolb's

(1984) Learning Style Theory, was used to calculate it.

Learning Style Inventory (LSI). The material used in this study to

compute advanced grade seven learners' style of learning. Computation

determined learners' learning stages, e.i. AC, AE, CE and RO. Further

computation will ascertain whether these learners are Accommodating,

Assimilating, Converging, or Diverging. The LSI is a partner material of the

theory on Learning Style by Kolb (1984).

Personal Style Inventory (PSI). This material is developed by R. Craig

Hogan and David W. Champagne in 1979, is the semantic differential format of

the Myers-Briggs Type Indicator, which describes personality types.

Computations will determine the four dimensions of a student from eight

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dimensions: Extroverted Type, Feeling Type, Introverted Type, Intuition Type,

Judging Type, Perceiving Type, Sensing Type, or Thinking Type.

Specific Learning Difficulty (SLD). This is a description of many areas

of functioning in which a person has trouble learning in a regular way, typically

as a result of one or more unidentified causes. It includes dyslexia (reading

difficulty), dyscalculia (difficulty in mathematics) and dysgraphia (difficulty in

writing).

Dyslexia. This refers to difficulties with specific language skills,

particularly reading.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of relevant studies and literature was the subject of this

chapter. It covered the learning preferences and personality types of dyslexic

youngsters. These studies and literature reviews are important to know since

they will have a significant impact on how the current study is conducted.

Related Literature

Personality Type

In contrast to personality traits, which can be classified according to their

intensity or degree, personality type theory refers to the psychological

categorization of various types of persons (Sadeghi, 2012). For instance, trait

theory holds that introversion and extroversion are parts of a continuous

dimension, with many people falling somewhere in the middle, as opposed to

type theories, which hold that there are two personality types of people: the

introverts and the extroverts. The personality typology does, however, share
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some traits with trait theory in that it uses opposite fixed features to describe

people's behavior. With regard to the above issue, De Raad (2001) asserts that it

is not always evident what distinguishes traits from types.

Apart from its instructional consequences and significance, personality

awareness has long piqued people's attention and interest. There are three

factors that make personality intriguing. "First, to gain scientific understanding,

second, to access people, and third, to change people," is how they are ordered.

The first justification seems to be theoretical, whereas the second and third

justifications are real-world (Cook, 2000).

Those characteristics of a person's conduct, attitude, beliefs, thoughts,

actions, and feelings that are perceived as typical and distinctive of that person

and acknowledged as such by that person and others are referred to as their

personality. According to this notion, each individual has a distinct personality

type (Richards and Schmidt, 2002).

Another, possibly more understandable definition of personality is that it is

a stable collection of traits and tendencies that determines those shared skills

and differences in psychological behavior (thoughts, feelings, and actions) of

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people that have continuity over time and may be difficult to comprehend as the

sole outcome of the social and biological pressures of the moment (Berens,

2000).

On the other hand, Ehrman and Oxford (2002) personality types are one

of the nine primary aspects of learning styles that are most strongly linked to L2

learning. They stated that personality types consist of four strands: extroverted

vs. introverted; intuitive-random vs. sensing-sequential; thinking vs. feeling; and

closure-oriented/judging vs. open/perceiving.

Carl Jung, a Swiss psychiatrist who produced the book Psychological

Types in the 1920s, served as the foundation for the concept of personality type,

also known as psychological type.

Later on, based on Jung's theory of personality type, a personality model

named Myers-Briggs Type Indicator (MBTI) turned out and which is currently

being used besides other personality models, e.g. Five Factor Model, Eysenck's

model of personality, as a measuring instrument in many psychologically related

studies.
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Everyone naturally prefers to use one type of perceiving and one type of

judgment, according to Jung. He also noticed that people are either drawn to the

outside world or the inward world. One acquires unique viewpoints and methods

for approaching life and interacting with people as they exercise their

preferences (Bernstein, 2008).

Introversion and extraversion are two ways that a person interacts with

the world. It reveals the general motivators of a person. Extroversion means

"outward-turning" and introversion means "inward-turning." These precise

meanings deviate a little from how the words are commonly used. The attitudes

toward extroversion and introversion are frequently referred to as preferences.

The external world of conduct, action, people, and things (extraverted attitude)

or the internal world of ideas and reflection (introverted attitude) are both

possible operating environments for each cognitive function.

The personality dimensions are calculated by summing the individual

scores. Type dynamics is the interaction of two, three, or four preferences. Type

dynamics' feasibility as a scientific theory hasn't been supported by many or any

empirical studies, though, Myers and Briggs argued that one function is most
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dominant and likely to become apparent early in life for each of the 16 four-

preference kinds.

During adolescence, a secondary or auxiliary function usually becomes

more apparent (differentiated) and balances the dominant. During midlife,

people typically start to grow more adept at using a third, tertiary function, while

the fourth, inferior function continues to be the least consciously developed. The

inferior function, sometimes referred to as being under the control of the inferior

function, is thought to be more closely related to the unconscious and is

particularly noticeable in conditions of extreme stress (Personality Pattern, 2014).

These characteristics were frequently associated with Introvert Types. (1)

Systematizers are serious, quiet people who succeed through diligence and

focus. Practical, organized, straightforward, rational, practical, and trustworthy.

Make sure everything is organized properly. Accept accountability. Determine

what needs to be done on their own and continue to work toward it despite

opposition or other distractions.

(2) A strategizer is a cool onlooker who is calm, reserved, curious about

everything, and who occasionally exhibits unexpected bursts of creative comedy.

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typically interested in cause and effect, the workings of machines, and the logical

organization of information.

(3) Preservers are reserved, amiable, trustworthy, and diligent. To fulfill

their commitments, they diligently work. give a project or group stability.

accurate, painstaking, and thorough. Typically, their interests are not technical.

able to be understanding of important details. dependable, thoughtful, sensitive,

and considerate of others' feelings.

(4) Experiencer are reserved, polite in a quiet way, sensitive, gentle, and

humble about their talents. Avoid conflict, and don't impose your beliefs or ideas

on others. usually prefer to follow rather than take the lead. They are frequently

carefree about completing tasks since they enjoy the moment and do not want

to ruin it with excessive hurry

(5) Harmonizer succeed by perseverance, originality, and desire to do

whatever is needed or wanted. They put their all into what they're doing.

Discreetly assertive, responsible, and kind. admired for their unwavering morals.

likely to be respected and adhered to due to their strong beliefs about what is

best for the general good.

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(6) Idealizer are passionate and loyal, but they tend to keep these things

to themselves until they get to know you well. concern for education, concepts,

language, and autonomous endeavors. Usually take on too much, yet manage to

finish it. Friendly yet frequently too preoccupied to engage in conversation. little

interest in material possessions or environment.

(7) Designer typically have creative brains and a strong desire to pursue

their own goals and ideas in sectors that interest them. They possess a strong

ability to arrange a task and complete it with or without assistance. independent,

steadfast, and capable of serving the stubborn when necessary. To win the most

crucial points, one must learn to give up the less crucial ones.

(8) Theorizer are reserved and silent. love theoretical or scientific

endeavours in particular. similar to using logic and analysis to solve difficulties.

Usually more interested in ideas than in social gatherings or trivial talk. Interests

tend to be clearly defined. Need professions where certain keen interests can be

put to good benefit.

On the other hand, these are the characteristics were frequently

associated with Extrovert Types. (1) Doer are adept at solving issues as they
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arise. Enjoy whatever comes your way and don't stress. tend to enjoy sports and

mechanical stuff, along with some buddies. tolerant, flexible, and generally

conservative in their values. dislike lengthy justifications. are best used with

actual objects that can be handled, worked, disassembled, or assembled.

(2) Clarifier warmly cheerful, upbeat, inventive, and imaginative. able to

do nearly anything that piques their curiosity. Quick to find a solution to any

issue and available to assist anyone in need. frequently rely on their capacity to

conjure up convincing justifications for whatever they desire.

(3) Energizer are accountable and receptive. In general, have a genuine

concern for what other people believe or want and make an effort to manage

situations with consideration for that person's feelings. can effectively and

diplomatically lead a group discussion or make a suggestion. kind, well-liked, and

compassionate. Adaptable to compliments and criticism.

(4) Innovators are quick, clever, and skilled in a variety of areas. lively

company, vigilant, and vocal. may like debating the merits of both sides of a

subject. Inventive in finding solutions to complex issues, but prone to skipping

ordinary tasks. It is appropriate to switch to a new hobby after rather than

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planning ahead. can typically locate another. adept in coming up with rational

defenses for their desires.

(5) A performer is outgoing, laid-back, accepting, and sociable. They love

everything and make things more enjoyable for others by participating in

activities they enjoy, such as sports and initiating changes. Know what's going on

and passionately participate. Finding it simpler to retain facts than to understand

hypotheses. are most effective in circumstances requiring good judgment and

practical skill.

(6) Socializers are friendly, conversational, well-liked, diligent, natural

collaborators, and engaged committee members. Need harmony and may be

talented in bringing it about. Always provide a helping hand to others. Work

better when praised and encouraged. The primary focus is on issues that directly

and obviously impact people's lives.

(7) Stabilizers have a natural aptitude for business or mechanical and are

pragmatic, realistic, and matter-of-fact. They lack interest in areas they don't find

useful, but they are capable of working hard when required. enjoy planning and
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leading activities. Especially if they remember to take into account the feelings

and perspectives of others, they might make good managers.

(8) Trailblazers are courageous, direct, and decisive activity leaders.

Usually good at anything requiring deliberation and sophisticated communication,

like public speaking. are frequently knowledgeable and appreciate expanding

their knowledge base. may occasionally come across as more upbeat and

assured than their expertise in the subject justifies.

In conclusion, personality may be summed up as a dynamic and

structured collection of traits that each individual possesses and that impact each

of their behaviors, motives, and thoughts in a variety of circumstances.

In the Travers and Cooper (1996) Personality Classification Test, People

with Type A and A+ personalities are typically talkative, ambitious, and prone to

nervous habits like tapping their fingers on a desk or pacing back and forth while

waiting for someone or something. They are also frequently irritable when it

comes to exchanging items. Contrarily, people who fall under Type B and B+ are

the exact opposites of those who fall under Type A and A+.
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Similarly, Jones, Steffee, and Stewart (1970) use Type A and Type B

personality types as examples. In contrast to Type B personalities, which are

more balanced, laid-back, and capable of working at a steady pace, Type A

personalities are those who are fiercely competitive, intensely committed to their

work, and have a strong sense of time urgency.

Learning Style

Personal learning styles are the biological and developmental traits that

determine which students will benefit from the same instructional contexts,

strategies, and resources while others would not (Dunn and Dunn, 2002). Each

person has a different choice for their preferred learning style. It is more crucial

to offer instructional tactics that are compatible the stronger the choice. He went

on to explain that increasing academic achievement and enhancing students'

attitudes toward learning are outcomes of accommodating individual learning

style preferences through complimentary educational, instructional teaching, and

counseling interventions.
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The kind of research that is required must start with categorizing students

into groups according to measurements that are precisely defined, and it must

then randomly assign students to receive one of several different educational

approaches. It is also essential that after the interventions, all study participants

receive a uniform, pre-specified learning assessment. Despite its magnitude, the

learning-styles literature is poor and unconvincing due to the dearth of studies

that employ this methodology (Pashler, et al 2009).

Tenedero (2003) stated that when a teacher gives a lecture, many

students respond to the oral presentation based on their perceptual strengths or

learning modality. Some learn best by paying close attention; others recall the

lesson by seeing the words or pictures on the page; some learn best when they

doodle, take notes, or highlight text; and others learn best when they are

personally or physically involved.

Learning styles could be seen on a continuum running from: 1. concrete

experience: being involved in a new experience; 2. reflective observation:

watching others or developing observations about own experience; 3. abstract

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conceptualization: creating theories to explain observations; and 4. active

experimentation: using theories to solve problems, make decisions.

Hartman (2005) took Kolb's learning styles and gave examples of how one

might teach to each of them: 1. for the concrete experiencer: offer labs,

fieldwork, observations or videos; 2. for the reflective observer: use logs,

journals or brainstorming; 3. for the abstract conceptualizer: lectures, papers

and analogies work well; and 4. for the active experimenter: offer simulations,

case studies and homework.

Kolb envisioned these learning styles as a continuum that one progresses

through, but in reality, people typically develop to favor and rely on one style

above the others. And while developing instructional materials, educators need

to be cognizant of these primary styles.

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Specific Learning Difficulty

A person with specific learning difficulties (SLD) typically have normal

learning difficulties in a number of areas of functioning, which are typically

brought on by an unknown trigger or circumstances.

Narh (2016) describes learning difficulty as a dynamic and evolving

condition that makes it challenging for one to take in, hold onto, and recall what

is taken in. For example, "Specific learning difficulty" (SLD) is described in Public

Law 94-142 of the United States of America as a disorder in one or more of the

fundamental psychological processes involved in using spoken or written

language, which may manifest itself in a person's imperfect ability to listen,

think, speak, read, write, spell, or perform mathematical calculations.

However, the term "learning difficulty" excludes learning issues that are

primarily brought on by physical, mental, or emotional impairments, as well as

environmental, cultural, or economic disadvantages (Narh, 2016).

Many professionals rejected this concept when it was first offered because

they thought it was too ambiguous. The three biggest issues were. First, it

divided the area into groups that agreed with and disagreed with the necessity of
 30

finding the root causes of learning difficulties, or LD (such as psychological

processing disorders). Second, the term alienated adults with learning difficulties

since it made reference to children. With its vague "exclusion clause," it caused

uncertainty. Professionals anticipated a clearer explanation that while LD can

coexist with other disabilities, it cannot be the result of those challenges. The

National Joint Committee of Learning Difficulty (1991), defines LD as "a generic

term that refers to a heterogeneous group of disorders that manifested as

significant difficulties" was proposed by a group that included experts and

parents of children with learning difficulties.

According to the National Joint Committee on Learning Disabilities

(NJCLD), it indicate a discrepancy between a child's apparent capacity to learn

and his or her level of achievement (Handler, 2011). It is a class of disorders

characterized by the poor acquisition of particular intellectual, linguistic, and

communication abilities. These processing issues may make it difficult to master

fundamental abilities like reading, writing, and/or math. Additionally, they may

impair higher order abilities like planning, time management, abstract thought,

long or short term memory, and attention. It's crucial to understand that LD can

have an impact on a person's life beyond academics and can affect relationships
 31

with family, friends, and coworkers (Learning Disabilities Association of America,

2014).

People with LD typically have average or above average intelligence.

There frequently seems to be a disconnect between a person's potential and

actual achievement. since of this, learning disorders are sometimes referred to as

"hidden disabilities" since the individual may appear to be completely normal and

to be very bright and brilliant, but they may not be able to display the skill level

expected of someone their age (Learning Disabilities Association of America,

2014).

Based on the four steps of information processing that are used in

learning—input, integration, storage, and output—LD can be broadly categorized.

Many LD include social challenges, emotional or behavioral impairments, and a

variety of anomalies that manifest simultaneously (National Dissemination Center

for Children with Disabilities 2004).

 Input: This is the knowledge acquired by the senses, such as hearing and

seeing. Recognizing the form, location, or size of objects can be

challenging for people with visual perception issues. Sequencing issues

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may be related to deficiencies in processing time intervals or temporal

perception. Screening out competing noises in order to focus on one of

them, such the teacher's voice in a classroom, can be challenging for

people with auditory perception issues. Some kids seem to have trouble

processing tactile information. For instance, they could appear to be

indifferent to suffering or loathe being touched.

 Integration: This is the phase where perceived input is evaluated,

classified, ordered, or connected to prior knowledge. A poor vocabulary

may contribute to comprehension issues. Students with problems in these

areas may struggle to memorize sequences of information, such as the

days of the week, understand a new concept but be unable to generalize

it to other learning areas, or learn facts but be unable to put the facts

together to see the "big picture."

 Storage: Both working memory and long-term memory might experience

issues with memory. The majority of memory issues are short-term, which

can make learning new material challenging without more repeats than

usual. Visual memory issues might make learning to spell more difficult.
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 Output: Words, or language output, are the two main ways that

information leaves the brain, along with muscle action like gesturing,

writing, and drawing. Problems with spoken language can result from

difficulties with language output. One of these challenges is answering a

question immediately, which requires retrieving data from a database,

organizing our thoughts, and verbalizing those thoughts. For the same

reasons, it can also produce issues with written language. Problems with

gross and fine motor skills can result from motor ability issues. People

who struggle with gross motor skills may also be clumsy, which means

they are more likely to trip, fall, or bump into objects. They might also

find it challenging to learn to ride a bike, run, or climb. People who

struggle with fine motor skills may find it difficult to tie their shoes, button

their clothes, or write.

The effects of having an LD go beyond academic performance. Social

difficulties can also affect people with LD. The ability to correctly interpret social

cues from peers might be affected by neuropsychological abnormalities (Rourke,

2000). According to researchers, people with LD suffer unfavorable

consequences as a result of their stigmatizing designation as well as their

 34

learning differences. Due to data and methodological restrictions, evaluating the

effectiveness of special education services has generally proven challenging.

According to recent studies, teenagers with learning issues perform worse

academically than counterparts who started high school with identical levels of

achievement and behavior. According to national data, teachers' reduced

expectations for kids with LD are inconsistent with their academic capacity as

seen by test results and learning practices, which may explain at least some of

their inferior outcomes (Shifrer, 2013).

It has been determined through numerous studies that LD and self-

esteem are correlated. These research have demonstrated that a person's

awareness of their LD does, in fact, have an impact on their sense of self-worth.

Regardless of their actual academic accomplishment, those who believe

they are academically capable often have higher self-esteem than those who do

not. Numerous additional elements, however, have also been demonstrated by

research to have an impact on self-esteem. Self-esteem is positively influenced

by abilities and extracurricular activities like sports and the arts. Additionally, it

has been demonstrated that having a positive opinion of one's appearance has a
 35

positive impact on one's self-esteem. Another significant discovery is that

students with LD can discern between intellectual potential and academic skill.

This shows that students who are aware of their scholastic limitations as well as

their ability to excel in other intellectual tasks perceive themselves as

intellectually capable people, which boosts their self-esteem (Cisden, 2000).

According to Narh (2016), rarely does LD have a single cause, and

occasionally it is impossible to pinpoint any risk factors. Although the root causes

of a child's learning issues are frequently unclear, they can be broadly

categorized into four groups: educational, environmental, psychological, and

physiological.

Dyslexia

Dyslexia is a group of symptoms that cause people to struggle with

reading and other specific language skills. Early signs of dyslexia include speech

delays, letter reversal or mirror writing, difficulties with left from right and

directions, and a propensity to become easily distracted by background noise

(Schott, 2007). The co-occurrence of dyslexia and attention-deficit/hyperactivity

 36

disorder (ADHD) can sometimes account for some of this pattern of early

distractibility. Although only 5% of kids have this disorder, 25–40% of kids with

dyslexia or ADHD also fit the criteria for the other disorder (Willcutt, 2010).

Children who are dyslexic and are of school age may show symptoms like

difficulty finding or making rhymes, counting syllables in words, difficulty

separating words into individual sounds, difficulty blending sounds to make

words, difficulty with word retrieval, or naming issues. They frequently struggle

with spelling, a condition known as dysgraphia or dysorthographia (orthographic

coding). Telltale indicators of dyslexia include whole-word guesses and a

propensity to miss or add letters or words while writing or reading (Ise, 2010).

Adulthood and adolescence are affected, and difficulties with memorizing,

reading aloud, summarizing stories, and learning a foreign language may also be

present. Adults with dyslexia can read with adequate comprehension, but they

read slower and do worse on spelling tests and nonsense word reading tests,

which measure phonological awareness (Ferrer, 2010). Adult Dyslexia Test

(2010) found that many dyslexics are undiagnosed until they graduated from

college and living with them (Jantzen, 2009) without understanding what is
 37

wrong makes an uphill struggle. Brunswick (2012) discovered that compared to

their non-dyslexic classmates, dyslexics have reduced odds of graduating with a

first-class degree or an upper-second-class degree.

One frequent misunderstanding regarding dyslexia holds that all dyslexic

readers rearrange letters or write words backwards when they read. In actuality,

only 50% of dyslexic readers experience this (Mather, 2011).

A dyslexic youngster who struggles with learning reading skills may also

experience great pain and agony if they feel that their peers are mistreating

them mentally while they are in school (Hodge, 2010).

Additionally, this issue may hinder learning in topics like science, social

studies, and math. A child who has trouble reading at the same level as their

peers has access issues because they do not have the same amount of access to

the curriculum as readers who are more accustomed to reading. Dyslexic

students find it extremely challenging to catch up once they fall behind. He fails

to acquire the fundamentals and crucial knowledge that serve as the background

for acquiring new information (Dyslexia Help, 2014).

 38

Moreover, any or all of these difficulties may have a detrimental effect on

a learner's sense of self, leading to low self-esteem and a negative self-concept.

These sentiments of inferiority can linger for a very long time. Early detection is

crucial to reducing this consequence that can be avoided (Dyslexia Help, 2014).

According to the International Dyslexia Association (2014), Approximately

13–14% of students in schools across the country have a disability that makes

them eligible for special education. According to recent studies, 6-7% of all

pupils who qualify for special education are thought to have a learning disability.

About 85% of those kids with learning disabilities (LD) struggle with reading and

language processing.

It is indisputable that the influence of the rising number of dyslexic kids

has made it more difficult for them to communicate correctly or fully understand

what others are saying.

These language issues are frequently challenging to identify, but they can

cause serious issues in the classroom, at work, and in interpersonal relationships.

Dyslexia's impacts extend far beyond the classroom (International Dyslexia

Association, 2014).
 39

Related Studies

Byrne (2002) in his study "Individual Learning Styles and Educational

Multimedia Preferences" explains an experimental examination into the

connections between personal learning preferences and online multimedia

learning resources. The particulars of the experiment placed the online

educational multimedia in a platform called WebCT. The sample group for the

experiment used the internet tool independently and at their own leisure. A

VARK questionnaire and an Index of Learning Styles (ILS) questionnaire were

used to determine different learning styles. The procedure involved the design,

creation, and sourcing of appropriate course materials, which were then

incorporated into the WebCT framework. Pre- and post-treatment data were

gathered using paper and online surveys, performance assessments, and the

WebCT system. It was also concluded that all students were very cooperative

while responding to all the research instruments under supervision.

Hung-Sheng Lai (2003), on the other hand, did a study titled "Learning

Styles and Personality types: Identification and Comparison of Hospitality

Students in Taiwan and the United States" that examined and identified the
 40

learning style and personality type profiles of undergraduate hospitality students

in Taiwan and the United States. The questionnaire, which included demographic

data, Kolb's Learning Style Inventory (LSI), and Personal Style Inventory (PSI),

was completed by 497 Taiwanese hospitality students from two major

universities and 294 American hospitality students from one major equivalent

program. According to their demographic data, frequencies were tabulated to

present the distribution of personality types and learning preferences among

hospitality students in Taiwan and the United States. The findings indicated that

Taiwanese and American hospitality undergraduate students had larger tendency

for qualities of extroversion (E), sensing (S), feeling (F), and judgement (U)

scores with respect to their respective personality traits, and that corresponds to

Socializer. The learning styles of these two groups of students did, however,

differ slightly; the Taiwanese hospitality students had a higher percentage of

Assimilators than their American counterparts (42.7% vs. 32.3%; 9.44, p .000)

and a lower percentage of Accommodators (5.6% vs. 15.3%; z--281, p .005).

The study hypothesized that Taiwan's test-driven educational system may be

causing a rise in Assimilators. In this study, a cross-cultural comparison was

demonstrated.
 41

Alireza Jilardi Damavandi, et al (2011) studied in their "Academic

Achievement of Students with Different Learning Styles" the impact of learning

styles on the academic achievement of secondary school students in Iran. In

eight public schools in Tehran, the Kolb Learning Style Inventory (1984) was

administered. As a gauge of academic success, each student's mean test results

across five subjects—English, Science, Mathematics, History, and Geography—

were calculated. 285 pupils in Grade 10 in total were chosen at random to be the

study's sample. According to the findings of the analyses of variance, there is a

statistically significant difference between the academic achievement of Iranian

students and the four learning styles [F(3, 285) 9.52, p.05]: in particular, the

mean scores for the converging and assimilating groups are significantly higher

than for the diverging and accommodating groups.

The study on "Learning Style Preferences of Gifted Minority Students" of

Ewing et al (2003) contrasted the preferred learning styles of gifted middle-grade

Chinese (n-40), Mexican-American (n-61), and African-American (n-54) kids who

were born in the United States. According to lt, most of the preferences of gifted

students may be met by helping them become aware of their own learning

preferences, allowing for some flexibility, and progressively creating resources

 42

that go along with each student's unique learning preferences. Additionally, he

claimed that since gifted students varied between and among individuals,

assessments of the learning styles of the gifted should go beyond group

features. Therefore, it is important to determine each gifted minority student's

preferred learning style in order to adapt the teaching methods to suit them. The

findings of this study provide evidence in favor of offering gifted minority pupils a

diversified education. When designing genuinely personalized educational

programming for gifted minority children, understanding individual learning styles

is crucial. To enable talented African-American, Mexican-American, and Chinese

students who were born in America to achieve their full potential, the curriculum

must be modified.

Manochehr (2007) on his study "The Influence of Learning Styles on

Learners in E-Learning Environments: An Empirical Study' compared the effects

of e-learning against those of traditional instructor-based learning, on student

learning, based on student learning styles. Finding out if people with a certain

learning style benefit more from e-learning was another objective. Students'

learning styles were assessed using the Kolb Learning Style Inventory (LSI). The

dependent variable of student knowledge was studied using a post-test, intact-

 43

group design based on how each subject was learned and how each student was

exposed to it. The findings showed that while the learning style was

inconsequential for the instructor-based learning class (traditional), it was very

crucial for the web-based learning class (e-learning). The results showed that e-

learning (web-based) was more effective for students with the Assimilating

learning style, who learn best through lectures, papers, and analogies, and the

Converging learning style, who learn best through laboratories, field activities,

and observations.

Al-Qaisy, et al (2012) studied on "Relation between Personality Traits and

Academic Achievement Among University Students". The purpose of this study is

to ascertain whether there is a gender-specific difference between high and low

achievers in terms of the personality characteristics elements (A, B, C, and D). A

randomized cluster sample of the study's population is made up of 275 teenagers

who are enrolled in the Tafila Technical University and are between the ages of

18 and 22. The study found that the A+ characteristic, which is more outgoing,

ambitious, and prone to nervous ticks like tapping fingers on desks or pacing

back and forth while waiting for someone or something, is a significant predictor

of university students' achievement, supporting the present finding. According to

 44

the study's findings, there is a statistically significant difference between male

and female students in factor B in terms of high and low achievers for each

gender in terms of academic ability (high scholastic ability/low scholastic ability).

In this case, it was discovered that female students had a higher mean score,

indicating that they had greater academic capacity than male students. The

study's conclusions are in line with those of the preceding investigations. She

discovered that a B+ trait is more often linked to someone who is skilled at

embracing change and fervent about their academic pursuits. The results also

reveal that there was a gender-specific difference between high and poor

achievers in terms of factor (C) high ego strength/low ego strength, but there

was no gender-specific difference in terms of factor C. This suggests that high

achievers face reality with more emotional composure and stability than poor

achievers do.

It is clear from the results that high achievers performed better on

personality variables (A, B, and C). This suggests that the personality trait has a

significant impact on academic success. When preparing any type of educational

intervention program in universities and schools, this point must be taken into

account. Additionally, college administrators must establish services of

 45

psychologists, special educators, and social workers to provide qualified

assistance to the academic underachievers.

In the study "Understanding Student Differences" by Felder and Brent

(2005) states that undergraduate engineering students who completed the

Indicator of Learning Style had their prevalent learning styles identified.

Differences in students' learning styles (distinctive ways of ingesting and

processing information), learning approaches (surface, deep, and strategic), and

intellectual development levels (attitudes about the nature of knowledge and

how it should be acquired and evaluated) have all been shown to have

significant effects on teaching and learning. It also reviewed the models created

for each of these categories and highlights the instructional implications of each.

A number of implications were made and tested in relation to the

students' learning styles, including the mismatches between the students'

learning styles and the conventional teaching styles in engineering education.

They discovered that among the participants (N-129 63% were classified as

active learners, 37% were reflective, 67% were sensing, 33% were intuitive,

85% were visual, 15% verbal, 58% were sequential, and 42% were global. For
 46

instance, in contrast to the typical engineering education, they discovered that

63% of the undergraduate students were sensors. Another conclusion was that

while the majority of engineering education is verbal, 82% of the students were

visual learners.

Pennington and Olson (2005) stated that dyslexia is caused by the

"intersection between an evolved behavior (language) and a cultural invention

(literacy)." This means that mastery of these cultural innovations requires certain

cognitive and behavioral qualities. Proficiency, age of acquisition, and amount of

exposure, according to Johansson (2006), can have an impact on how a

language is represented in the brain while Hu et. al. (2010) discovered that

writing systems affect the effect of dyslexia on brain activation and that cognitive

capacity and learning environment affect students' reading ability.

Riddick (1996) discovered that there were more male dyslexics than

female dyslexics in a classroom. Three of the five (5) people, he calculated, were

men. Paulesu et. al. Although all dyslexics are equally deficient in their reading

and phonological activities, al. (2001) noted that there are "culture-specific

manifestations" that might be seen. While Johansson (2006) confirmed some

 47

linguistic and cultural influences related to speech and writing, particularly

between alphabetical and non-alphabetical languages, Eden and Moats (2002)

agreed that these manifestations were largely the results from a deficit of

phonological component of the learner's language. He also demonstrated that

exposure, age at acquisition, and level of proficiency can influence how

languages are represented in the brain.

According to San Jose (2015), the respondents' shared dyslexia symptoms

included trouble pronouncing long words, difficulty pronouncing the months of

the year backwards, difficulty reading maps and figuring out how to go to

unfamiliar locations. According to the study, dyslexics' anxiety in front of an

audience or in class is a result of their low self-esteem. According to Polychroni,

Koukoura, and Anagrostou (2006) and Glazzard (2010), dyslexic students

significantly lack confidence as a result of "comparisons" with other students and

the influence of teachers, peers, and families, as well as having a lower academic

self-concept than low/average and high performance groups on all domains.

The goal of Soliba's (2006) study, "Learning Styles of the First Year

Students of Saint Louis University-Laboratory High School," was to identify the

 48

various learning preferences of Saint Louis University Laboratory High School's

first-year students in order to create course materials that effectively

accommodate the students' various learning preferences. The questionnaire

checklist served as the primary instrument for data collection in the study, which

used the descriptive technique of research. The acquired data were statistically

processed using weighted means and the T-test. The outcomes showed that

learning style is the way at least 21 different components from the fundamental

stimuli influence a person's capacity for assimilation and retention. Few people

learn and think in exactly the same way, according to the combinations and

differences among these factors. The physical environment, the emotional

context in which individuals are operating, the sociological context, and their own

physical bodies and demands all have an impact on people's ability to focus.

Soliba (2006) found that the aspects of sound, light, temperature, and

design all had an impact on how much learning a student was able to do at any

given time. Furthermore, Luz (2008), who blatantly exposed the dire state of

Philippine education. High dropout rates, poor achievement test results, rural

kids' poor reading skills and functional literacy, and a lack of student readiness

for high school and university studies were all signs of this crisis. The researcher,
 49

on the other hand, had suspicions that the situations of the students may be

influenced by sociocultural and genetic factors.

Studies that looked into the relationships between student learning styles

and personality types were also done. In their 2003 study "Personality types,

preferred learning modalities, and college majors of students in Luzon," Allida

and Vyhmeister used the Personal Style Inventory (PSI) and the Perceptual

Modality Preference Survey to examine the connections between personality

types and learning styles among 500 students from six chosen academic majors

at tertiary institutions in the Northern Philippines. On the basis of some

respondents' demographic characteristics (such as gender, age, and ethnicity),

they also looked into the variations in personality types and perceptual learning

methods. The results of this study show that extroverts outnumbered introverts,

sensors outnumbered intuitors, thinkers outnumbered feelers, and judges

outnumbered perceivers as the dominating personality types among college

students. Additionally, they discovered that about 64% of college students

favored print and kinesthetic learning styles, which together make up their

preferred learning modalities. Only 35% of the population of students favored

auditory, interactive, tactile, visual, and olfactory modalities. Additionally, there

 50

were notable variations in college students' personality types according to their

gender and ethnicity as well as their perceptual learning preferences according to

their gender, age, and ethnicity. Additionally, they discovered that there were

substantial correlations between college students' perceptual learning styles and

personality types. It was discovered that personality types, an interactive

learning style, and ethnicity were substantially correlated with academic

achievement in terms of its correlates. Given the study's factors, the Sensing-

Intuition dimension, interactive learning style, gender of college students, and

Thinking-Feeling dimension make up the best predictive model of academic

success.

The goal of Macayan's (2010) article "The Assessment of Personality and

Learning Styles of Engineering Students: Advocating Learner-Centered Approach

in Engineering Education System" was to investigate the variety of personality

types and learning preferences among engineering college students. 318

freshmen participating in various engineering programs at Mapua Institute of

Technology were evaluated using the MBTI and ILS tests. Using structural

equation modeling (SEM), the relationship between personality types and

students' learning preferences was examined. It was discovered that some

 51

personality types of learners are significantly correlated with (both positively and

negatively) their learning preferences; for example, extraverts are most likely to

be active learners, whereas introverts are more likely to be reflective learners.

Additionally, the data shows that the participants (engineering students) strongly

favor some personality traits and learning preferences over others. Another

finding related to the participants' propensity for certain personality traits and

learning preferences is on the sensing dimension, where the majority of them

are classified as sensing in the MBTI (67%) as well as in the LS (78%); this

shows that the majority of engineering students generally prefer to learn facts,

solve problems, and engage in hands-on activities. The word sensing itself

indicates that learners of this kind can maximize knowledge acquisition by

practical, mechanical, and tried-and-true ways. Sensing types of learners dislike

subjects that seem to have no link to the actual world.

 52

Synthesis of the Reviewed Related Studies and the Present Study

Similar to Riddick's "Living with Dyslexia," published in 1996, where he

discovered that there were more male than female dyslexics in a classroom.

Three of the five (5) people, he calculated, were men. Paulesu et. al. According

to al. (2001), 'culture-specific manifestations' are discernible even if all dyslexics

exhibit equal impairment in their ability to perform reading and phonological

tasks. While Johansson (2006) confirmed some linguistic and cultural influences

related to speech and writing, particularly between alphabetical and non-

alphabetical languages, Eden and Moats (2002) agreed that these manifestations

were largely the results from a deficit of phonological component of the learner's

language. He also demonstrated that exposure, age at acquisition, and level of

proficiency can influence how languages are represented in the brain. The

current study dealt with the profile of children with dyslexia.

Similar to Polychroni, Koukoura, and Anagrostou's (2006) study,

"Academic self-concept, reading attitudes, and learning techniques of children

with dyslexia: Do they vary from their peers?According to Glazzard's (2010) "The

Impact of Dyslexia on Pupils' Self-Esteem," dyslexic students showed "worse

 53

academic self-concept than the low/average and high performance groups on all

areas. According to "Support for Learning," dyslexic students severely lack

confidence as a result of "comparisons" with other pupils and the influence of

teachers, peers, and families. Children with dyslexia participated in the current

study as respondents.

The studies conducted by Byrne (2002) on "Individual Learning Styles and

Educational Multimedia Preferences"; Ewing, et al (2003) study on "Learning

Style Preferences of Gifted Minority Students", Manochehr (2007) on "The

Influence of Learning Styles on Learners in E-Learning Environments: An

Empirical Study" and Damavandi, et al (2011) "Academic Achievement of

Students with Different Learning Styles" as well as the current study focus on the

learning styles of students. However, the respondents, study methodology, and

tools used are different. The personality type and learning style inventory were

used as data collection instruments in the current study, which used the

descriptive correlational technique.

Both Felder and Brent's (2005) "Understanding student differences" and

Hung-Sheng Lai's (2003) "Learning Styles and Personality types: Identification

 54

and Comparison of Hospitality Students in Taiwan and the United States" focus

on the learning styles and personality types of students, which makes them

comparable to the current study. The respondent, though, is where there is a

difference. Students with dyslexia participated in the current study as

respondents.

Similar to the present study, Al-Qaisy's (2012) "Relation between

Personality Traits and Academic Achievement Among University Students"

focuses on the personality types of students. The former study will identify the

profile, personality types, and learning preferences of the students; however,

there are differences in the respondents and its objectives. Students with

dyslexia will also be respondents in this study.

Numerous studies were also carried out in the Philippines. One of them is

Soliba (2006), whose study on "Learning Styles of the First Year Students of

Saint Louis University-Laboratory High School" is comparable to the one being

conducted now in that both studies concentrate on students' learning styles. The

difference, though, is in the responders and tools used. Students with dyslexia

will be included as respondents in the current study, which will use the
 55

descriptive correlational approach with the personality type and learning style

questionnaire as data gathering instruments.

The current study and Allida's (2003) study on "Personality types,

preferred learning modalities, and college majors of students in Luzon" have a

similar focus on student personality types. The former survey will identify the

respondents' favorite learning modes, however the latter study differs in its

respondents and objectives. The personality type and learning style inventories

will be used as data collection instruments in the current study together with the

descriptive correlational methodology. Students with dyslexia will also be

respondents in this study.

The current study and Macayan's (2010) study on "The Assessment of

Personality and Learning Styles of Engineering Students: Advocating Learner-

Centered Approach in Engineering Education System" have comparable focuses

on the personality types and learning preferences of their respective student

populations. The former survey will identify the respondents' favorite learning

modes, however the latter study differs in its respondents and objectives.

Students with dyslexia will participate in the current study as respondents, and it
 56

will make use of the descriptive correlational approach, the personality type

questionnaire, and the learning style inventory as data collection methods.

Theoretical Framework

This study is anchored on two theories: Jungian Personality Theory

developed by Carl G. Jung (1875-1961) and David Kolb's (1984) Learning Style

Theory.

According to Aiken (1996), personality theories take a variety of stances

on the topic of what makes people unique and how and why they are similar to

and different from other people. These methods make use of fundamental

psychometric and evaluation methods as well as taxonomies that describe

individual variations and were created for the study of personality and ability.

The Psychological Type, created by Swiss psychiatrist Carl G. Jung (1875–

1961), is one of the most significant ideas on personality. It explains some of the

behavior differences that appear to be random. According to Jung's observations

of his clients and other people, normal conduct follows distinct and predictable
 57

patterns. According to him, psychological type acknowledges the presence of

these patterns or kinds and explains how types arise.

According to Jung's view (1923), variations in how people prefer to

employ their thoughts are what lead to predictable variances in people. The

fundamental tenet is that when one's mind is active, one is engaged in either

perceiving, which involves taking in information, or judging, which involves

organizing that information and drawing conclusions.

According to Jung (1923), there are two opposing methods to assess,

which he dubbed Sensing and Intuition, as well as two opposing ways to

perceive. Feeling and thinking. These four fundamental procedures are used

every day by everyone, both internally and externally. He distinguished between

the internal and outward worlds by using the terms introversion and

extroversion, respectively. One of eight methods for employing one's thoughts is

represented by these four fundamental processes that both the internal and

external worlds use.

Four such pairs of dialectically opposing adaptive orientations are included

in Jung's typology of psychological types, which is based on his theory of

 58

personality. In his writings, Jung discussed how people relate to the world in

terms of their introversion or extroversion, their manner of making decisions in

terms of perception or judgment, their preferred method of perception in terms

of sensing or intuition, and their preferred method of judgment in terms of

thinking or feeling. Figure 1 (Kolb, 1984) depicts these opposing orientations.

Jung's Personality Theory serves as the foundation for interpretation of the

personality types of advanced proficient grade seven students because it can

identify predictable and distinctive patterns of normal behavior from his

observations of the respondents.

Kolb (1984) built his experience theory of learning by largely referencing

the works of Dewey, Lewin, and Piaget on learning philosophy as well as Jung's

work on personality theory. According to John Dewey's learning philosophy,

experiential learning is valuable and is a key component of learning (Dewey,

1916). This was first mentioned in the 1920s. Learning was first conceptualized

by Piaget (1966) as a process through developmental stages. Through his

groundbreaking contributions to the area of psychology, Kurt Lewin advanced

experiential learning (Marrow, 1969). Jung (1923) stressed the psychological

types' ability to capture variances in personal conduct. On the other hand, Kolb
 59

(1984) Studied the connection between knowledge and experience led

researchers to the conclusion that each person's learning preferences are a

product of a unique blend of genetics, prior experiences, and demands of the

current environment. He defined learning as a cycle of learning, which is a four-

step process. Students must actively participate in the experience before

engaging in multiple forms of reflection on it. As a result of these thoughts,

generalizations about the experiences are made, and they are subsequently

incorporated into theories and models that are tested in new scenarios.

The Experiential Learning Model is a straightforward explanation of the

learning cycle that explains how experiences are converted into concepts, which

are then applied as rules for selecting future experiences.

As shown in Figure 1, this cycle consist of the following four stages: a

People learn through immediate or concrete experience, b. This concrete

experience is the basis for observations and reflections, c. These observations

and reflections are assimilated and distilled into a theory or concept, however

informal, from which new implications for action can be drawn, and d. These
 60

implications can be tested and serve as guides in creating new experiences

(Kolb, 1984).

Concrete Reflective
Experience Observation
(CE) (RO)

Active Astract
Experimentation Conceptualization
(AE) (AC)

Figure 1.The Experiential Learning Model (Kolb, 1984).

Based on the aforementioned concept, he also asserted that while

learning happens constantly, not everyone learns in the same way because

everyone has a different set of personal experiences. Individuals probably

acquire a preferred learning style, which is basically the manner in which they

like to comprehend and assimilate new information.

 61

The vocation that a person will feel most at ease in depends on their

learning style, which can also influence how people solve issues, make decisions,

and grow and modify their attitudes and behavior. The type of learning

environment that each type of learner will find useful, comfortable, and growth-

promoting is also determined by learning style (Kolb, 1984).

Understanding students' learning styles is likely the most crucial

component for educators or facilitators to replicate and create the appropriate

learning experiences for the many sorts of learners they come across.

According to Kolb (1984), preferences for learning styles would influence

job decisions. For instance, in order to create software, a computer scientist

must create a dynamic interaction between conceptual understanding and

experimentation. A convergent learning method is probably preferred by many

computer scientists. This preference draws people to the field of computer

science and helps them stay in it, however not all computer scientists naturally

have this desire. Additionally, he asserted that an individual will respond to the

demands of various learning contexts by using, to varying degrees, concrete,

abstract, active, or reflective learning strategies. This is in addition to the

 62

possibility that professional or academic demands may either temporarily affect

or permanently adjust learning style preferences. Due to this, it is significant to

remember that, despite the Learning Style Inventory's assessment of learning

style preference and the relative degree of preference for each learning mode,

the inventory does not specifically state a respondent's choice for a particular

learning setting.

He provided numerous instances to illustrate how, according to his

learning theory, learners could be able to change their learning preferences

depending on the situation. As a result, a given person's reactions when

considering learning preferences linked to learning to drive may differ greatly

from those that are observed when that same person considers studying English

literature in an academic setting. Similarly, a computer scientist with a general

preference for a divergent learning style (CE/RO) might record a preference for a

convergent learning style (ACIAE) if, at the time of taking a test, the respondent

is asked to focus on learning in the context of a computer science course.

According to Kolb's Learning Style Theory, which serves as the foundation

for understanding the learning styles of advanced proficient grade seven pupils,
 63

each type of learner may be identified by the type of learning experience they

find most useful, comfortable, and growth-promoting.

Conceptual Framework

Four learning preferences are described by Kolb (1984) as Diverging

(CE/RO), Assimilating (RO/AC), Converging (AC/AE), and Accommodating

(AE/CE). Kolb further asserted that the major learning styles are relatively stable

over time, represent personality traits, and are impacted by long- or short-term

situational conditions as well as different levels of maturity (Kolb, 1984).

Divergers are students who process or transform information in a

reflective manner after concretely perceiving it or taking it in. Divergers are so

termed because of their imagination and their capacity to perform best in

situations requiring for the production of many alternative (divergent) ideas and

consequences. They combine the learning stages of tangible experience and

reflective observation. A person with a diverging learning style is frequently

referred to as a "people person" since they enjoy interacting with others and

tend to be emotionally focused.

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For their capacity to assimilate divergent observations into a cohesive,

logical explanation, assimilators are learners who perceive or take in new

information abstractly and process or alter it reflectively. The learning phases of

abstract conceptualization and reflective observation are highlighted by

assimilators. These learners are goal-setters and meticulous planners who thrive

at inductive reasoning and the development of models and theories.

The capacity to employ hypothetical deductive reasoning to arrive at a

single optimal solution to a subject or problem makes learners who actively

process or convert new knowledge while actively perceiving it abstractly as

perception or takers of information known as Convergers. This learning approach

places a strong emphasis on active experimentation and abstract experience.

The ability of Converging Learners to make decisions, solve problems, and apply

theories practically is their greatest skill.

Because of their capacity to adjust to rapidly changing conditions,

accommodating learners are those that actively process or transform new

knowledge after actively perceiving it or taking it in. accommodating combining

active exploration and tangible experience as learning phases. This type of

 65

learner enjoys doing, completing tasks and plans, and participating in novel

experiences.

With the abovementioned premises, this study determined the personality

types and learning styles of children with dyslexia enrolled in San Carlos City

Schools Division.

The study dealt with the profile of the respondents (Age, Sex, Birth Order,

Grade Level, Intelligence Quotient, Parents' highest educational attainment,

Parents' occupation, Number of siblings, and Monthly family income), Personality

type (Introversion: Designer, Experiencer, Idealizer, Harmonizer, Preserver,

Systematizer, Strategizer, Theorizer and Extroversion: Clarifier, Doer, Energizer,

Innovator, Performer, Socializer, Stabilizer, and Trailblazer); and Learning style

(Accommodating, Assimilating, Converging, and Diverging).

These information were determined through standardized test specifically

personality type inventory and learning style inventory wherein a case study

method was employed.

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RESEARCH PARADIGM
67
 68

Case 1

Case 10 Case 2

Case 9 Case 3
Personality
Types and
Learning
Styles of
Children with
Dyslexia
Case 8 Case 4

Case 7 Case 5

Case 6

Figure 2. Research Paradigm Showing of the Respondents' Profile,

Personality Types and Learning Styles

Chapter 3
 69

RESEARCH METHODOLOGY

This chapter presents the methods of research that were employed by the

researcher to gather necessary data. The methodology included discussion of the

research design that was used, the sources of data, including the participants

and locale of the study, the data gathering instrument and means for data

collection; and the tools used for data analysis.

Research Design

The learning style and personality type of dyslexic students enrolled in

San Carlos City Schools Division for S.Y. were examined using the case study

method of research. 2018-2019. A case study is an in-depth research of a unit,

such as an individual or a social group, or a deficiency in order to identify and

suggest a remedy, course of action, or development technique (Calderon, 2005).

The goal of case studies, according to Calmorin and Calmorin (2007), is to

gather, arrange, and present pertinent data regarding the group under study or

investigation. An extensive list of the study's subjects' descriptive qualities is

 70

summarized below. The procedures emphasize the interview technique with the

use of questionnaire checklist, supplemented with the observation technique.

In this research, it investigated the profile of children with dyslexia,

learning style and personality type. Standardized questionnaires were utilized as

the main instrument to support and further verify the information gathered.

Subjects of the Study

The respondents of this study were ten (10) children with dyslexia in San

Carlos City Schools Division who were selected according to the criteria set by

the researcher. These extreme (or deviant) cases are useful because they often

provide significant insight into a particular phenomenon, which can act as

lessons (or cases of best practice) that guide future research and practice.

Criteria in selecting the subjects are the following: 1) enrolled in one of the

schools in San Carlos City Division; 2) properly diagnosed with Specific Learning

Difficulty – Dyslexia; 3) recommended by a SPED or Inclusive Teacher; and 4)

with psychological test result.

 71

The respondents came from the following public integrated and nationalized

high schools that are offering special education and inclusive education classes

namely:

 Agdao Integrated School (2 respondents);

 Bacnar National High School (1 respondent);

 Cobol National High School (1 respondent);

 Coliling National High School (3 respondents);

 Lilimasan National High School (1 respondent); and

 Pangalangan National High School (2 respondents).

Instrumentation and Data Collection

A standardized survey questionnaire was the major tool the researcher

utilized to collect data. This technique assisted the researcher in identifying the

learning preferences and personality types of dyslexic students in San Carlos

City's schools.
 72

The questionnaire was divided into four parts. The first part dealt on

profile of the respondents as to age, sex, birth order, grade level, intelligence

quotient (IQ), parents' highest educational attainment, parents' occupation,

number of siblings, monthly family income.

The second part focused on the Personality Type Self Inventory

(Champagne and R.C. Hogan, 1979) which describes the preference of the

students he or she may or may not hold.

The PSI is a 20 question, two-item survey (Jewler et al., 1993). Every

inquiry has two stems. According to their personal preferences, respondents

were asked to assign a total of 5 points between two stems, ranging from 0

(least likely to be the way one likes to do) to 5 (most likely to be the way one

likes to do). The combined scores of the two stems could not, however, go

above five. The PSI response scores were combined to create four dimension

scores (each with five questions). The two components (columns) that make up

each dimension (index) were built by one of the two preference stems, and their

scores ranged from 0 to 25. The sum scores in each column show relative

strengths and balances in the four dimensions (for instance, E and I is one
 73

dimension), where: Column scores of 12 or 13 suggest a balance in the two

components of the dimension; Column scores of 14 or 15 suggest a slight

imbalance; Column scores of 16 and 19 suggest a definite imbalance; Column

scores of 20 and 25 suggest a significant imbalance. Combining the four columns

with scores of 14 or higher allowed researchers to determine the personality

style type of a particular person. Column scores of 12 or 13 indicate that the two

qualities are balanced (Jewler et al, 1993).

The Learning Style Inventory, developed by David Kolb in 1984, made up

the third section. It describes how pupils take in information, process concepts,

and deal with day-to-day living situations.

The LSI's 12 sentence stems were characterized by Kolb (1984). Each

statement has four possible conclusions. Concrete Experience (CE), one of the

learning phases in Kolb's experiential learning paradigm, correlates to each

ending. Active Experimentation (AE), Reflective Observation (RO), and Abstract

Conceptualization (AC). The endings 1 through 4 will be ranked by respondents

in the order that best reflects how they prefer to study. The responses are added

up to produce four learning stage scores, each between 1248 and 1603. The four
 74

learning stage scores should add up to 120. The individual's learning profile will

next be created using the four scores placed onto a grid. Additionally, two

learning dimension scores were created by combining the scores from the four

learning stages. One's preferred learning style in the concrete-abstract dimension

is indicated by their AC-CE score, which is produced by subtracting their CE score

from their AC score. The second dimension, the AE-RO score, which represents a

person's preferred active-reflective learning style, is generated by deducting the

RO from the AE score. The scores for the learning dimension vary from +48 to -

48 (Kolb, 1984).

The researcher's creation of an interview guide, the fourth component,

was based on the case study's variables. This tool is essential for understanding

and knowing the dyslexic youngsters. Experts in the field of special education

and members of the thesis reading committee evaluated the validity of the

prepared draft of the questionnaire and provided comments, changes, and ideas.

Additionally, SPED teachers who were not a part of the case study had the

opportunity to utilize it; the results will be used to further improve the

instrument.
 75

In order to conduct the study, the researcher received approval from both

his advisor and the executive director of the School of Advanced study. Then, via

a letter of request, approval from the division superintendent was obtained to

carry out the survey. The Division Office of San Carlos City granted permission

for the study to be carried out. After approval, copies of the letter were given to

the school's principals, where random samples were chosen.

The Principal selected the time for distributing the questionnaire. In order

to perform the survey more effectively, the target respondents were determined

before the instrument was administered. This is made feasible by the instructors

of the classes that recognized the dyslexic students.

Respondents were selected from their classes on the administration day

using the regular operating methods. The researcher briefed the respondents

about the questionnaire's contents and informed them that the success of the

study depended on their respectful and voluntary participation.

The questionnaires were administered based on the special needs of the

students. The researcher provided a quiet area for answering questions. Further,

the researcher read and present items in small units for better comprehension.
 76

The researcher also considered alternative forms of communication to ensure full

understanding of the items presented. The researcher also retrieved them after

explaining and giving the respondents ample time to answer the questions

presented.

The necessary data were gathered in a short but intensive manner. The

steps of data gathering phase were as follows:

1. The necessary permits were secured from the authorities concerned.

2. Documents were photocopied with the approval of parties involved.

3. Prior to administering the surveys and providing explanations to

guarantee complete comprehension of the items, the researcher also

requested the respondents' consent to participate in the study. It was

their choice to take part in the study. They had the right to revoke

their consent and stop taking part at any time. It was assumed that

they agreed to take part in the study by completing the survey.

4. The information gathered from the questionnaires was compiled by

region. The summaries of each question's responses made up the

preliminary data analysis. Data were totaled, tabulated, and compiled

 77

before being subjected to data analysis using the proper statistical

software.

Statistical Tools for Data Analysis

The responses of children with dyslexia were tallied, tabulated and

analyzed, including percentages for all nominal and ordinal data were used.

Problem No. 1, 2 and 3. Frequency Count and Percentage. The profile,

personality type and learning style were entered into work tables in order to set

up its frequency count and percentage.

The frequency will be determined using the following formulae:

Where:

% = percentage of the respondents

f = frequency of the respondents

n = total number of respondents

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Chapter 4

PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF

FINDINGS

This chapter included the presentation of the data gathered, their

corresponding analysis based on the problems presented, and the interpretation

of findings.

Individual Profile of the Subjects

This study included variables relating to children with Dyslexia in relation

to their personality type and learning styles. The first variable referred to in this

study is the profile of children with dyslexia which includes sex, age, birth order,

grade level, intelligence quotient (IQ), parents' highest educational attainment,

parents' occupation, number of siblings, monthly family income. The personality

types and learning styles of children with dyslexia were looked into.

Through the use of interview schedule composed of five questions, SPED

teachers were asked on how does the learner manifest dyslexia characteristics;

how does the personality type of the learner manifested in his/her learning

difficulty; how does the learning style of the learner manifested in his/her
 79

learning difficulty; how is his/her personality type affected learning difficulty; and

how is his/her learning style affected learning difficulty?

These variables related to children with dyslexia are here under presented

with the use of narrative reports/ interpretation of findings of ten (10) cases

involved in this study. Their true identities were not revealed but all the data

required in the study were obtained as true and correct. Fictitious names

(military codes) were used to protect the identities of the children with dyslexia.

Case 1 (Alpha)

Alpha is a 20-year-old female student who is the middle child in her family

and has below-average mental abilities. She attends Coliling National High School

and is in the class of Grade 11. Parents of Alpha are elementary school

graduates; her mother works as a laundress and her father is unemployed. The

family makes less than $5,000 each month. Her SPED teacher claims that Alpha's

struggles with note-taking were a sign of her dyslexia due to her issues with

spelling and visual scanning (looking from the board to her paper). She also has

trouble remembering facts, has a poor sight word vocabulary, has trouble picking
 80

up spelling techniques including understanding roots, affixes, and spelling

patterns, and has poor oral reading skills. Additionally, she found herself "lost" in

the lecture (especially for subjects that were already challenging for her).

Furthermore, Dyslexia Help (2014) noted that this challenge might affect how

well students learn in disciplines like arithmetic, social studies, and science. A

child who has trouble reading at the same level as their peers has access issues

because they do not have the same amount of access to the curriculum as

readers who are more accustomed to reading. Dyslexic students find it extremely

challenging to catch up once they fall behind. He fails to acquire the

fundamentals and crucial knowledge that serve as the background for acquiring

new information. According to Alpha's test results for dyslexic kids, she correctly

answered with a 59% Z-screener Test decoding accuracy. If a student achieves a

score of 90% (the minimum predicted accuracy) or higher, they are deemed to

have passed the course. Additionally, the student is reading words at a third-

grade level, according to the San Diego Quick Assessment. Reading words from

the 11th grade and down shouldn't be too difficult for a student in this grade.

Particularly when reading, this necessitates careful consideration. This

demonstrates that the student is a young person who may have mild dyslexia.
 81

Additionally, Alpha is an introvert-systematizer, characterized as serious

and quiet, and successful through focus and thoroughness. Practical, organized,

straightforward, rational, practical, and trustworthy. Make sure that everything is

in order and that everyone accepts responsibility. Make up her own mind about

what needs to be done and work persistently toward it despite opposition or

diversion (D.W. Champagne and R.C. Hogan, 1979). The learner's personality

type was evident in her learning difficulty when she was excessively organized

with her belongings in school. Alpha is dependable when it comes to carrying out

the tasks that have been given to her; in fact, she leads the group in cleaning

both their classroom and the designated cleaning areas. She struggles to express

herself when speaking in front of a group, according to her SPED teacher's

observations. Alpha speak in slow syllables, hesitate frequently, or leave

sentences open-ended. Her disposition is said to be serious and quiet, and when

she speaks up, she typically pauses. This can occasionally get worse when she is

stressed out or distracted in class. She is given the role of group leader as the

designated cleaner of the classroom and designated zones due to her

organization and responsibility. She continuously earns the respect of her

professors by abiding by the rules and working diligently, diligently, and hard.
 82

whether given a task that did not include reading or memorization, she

appreciated it, but whether it entailed acting, performing, memorizing, or

reading, she never wanted to engage in excessive socializing.

The learning style of Alpha reveals a more tolerant learner. Because of

their capacity to adjust to rapidly changing conditions, accommodating learners

are those that actively process or transform new knowledge after actively

perceiving it or taking it in. accommodating combining active exploration and

tangible experience as learning phases. This type of learner enjoys doing,

completing tasks and plans, and participating in novel experiences (Kolb, 1984).

Furthermore, the SPED teacher identified Alpha as someone who depends on

first-hand experience and own perception rather than reasoning when describing

how learning style manifests in a learner's learning problem. For instance, when

a book or tale about theories is assigned to the class, Alpha learns best when the

teacher uses a role-playing exercise to introduce experiential learning. Alpha is

drawn to executing ideas as well as taking on new tasks and experiences. Due to

his learning challenges, Alpha will frequently rely on outside sources rather than

conducting his own research. This learning style is common and helpful in

professions requiring initiative and action as a result of this learning style's

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relationship to the learning difficulty of Alpha. Alpha prefers to perform projects

in teams and has an accommodating learning style. This is done to make up for

her trouble reading text, especially when instructions need to be clarified, and to

have someone read aloud to her.

Case 2 (Bravo)

Twenty-one-year-old male student Bravo is the family's eldest kid and has

a little mental disability. He attends Pangalangan National High School and is in

the class of Grade 12. While Bravo's mother also holds a high school diploma and

runs a business, his father is a farmer and a graduate of high school. The family

makes between $16,000 and $25,000 every month. His SPED teacher claims that

he struggles with visual scanning, processing, and working memory, which are

symptoms of dyslexia. Additionally, Bravo is having issues summarizing, with

poor spelling, with written composition, and with issues understanding directions

in classes that require reading and writing. frequently reads slowly, skipping over

short phrases and chunks of longer ones when reading aloud. frequently appears

to be looking for the right words to use, but instead uses other words or related

words in their place. However, as evidenced by his performances and submitted

 84

artwork, he possesses outstanding linguistic skills and artistic abilities. Bravo's

test results for kids with dyslexia showed that he correctly responded with a 61%

Z-screener Test decoding accuracy. If a student achieves a score of 90% (the

minimum predicted accuracy) or higher, they are deemed to have passed the

course. Additionally, the student is reading words at a 4th grade level, according

to the San Diego Quick Assessment. Reading words from the 12th grade and

down shouldn't be too difficult for a student in this grade. Particularly when

reading, this necessitates careful consideration. This demonstrates that the

student is a young person at mild dyslexia at the age of 21. Additionally,

according to Ferrer (2010), issues can continue into adolescence and adulthood

and may be accompanied by issues with memorization, reading aloud,

summarizing stories, and learning a foreign language. Adults with dyslexia can

read with adequate comprehension, but they read slower and do worse on

spelling tests and nonsense word reading tests, which measure phonological

awareness.

Bravo also fits the introvert-designer personality type. They are frequently

regarded as having creative minds and a strong desire to pursue their own ideas

and goals in industries that interest them. They also have a fine ability to
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arrange tasks and do them successfully with or without assistance. independent,

steadfast, and capable of serving the stubborn when necessary. According to

D.W. Champagne and R.C. Hogan (1979), one must learn to give up less

significant points in order to win the most significant ones. The learner's

personality type was evident in his learning challenges when he was acting

independently, as seen by his advanced placement in tasks and consistently

earned conduct award. When given responsibility, Bravo is trustworthy. Bravo's

SPED teacher has seen that he is often distracted by noises and other

environmental factors, which leads to unconscious word misuse and

mispronunciation. His personality is impacted by her learning disability because

he is described as always being so independent but having trouble pronouncing

phrases correctly. Being skilled at using knowledge in a practical way without

reading instructions or processes is what is known as "street smart.”

The learning style of Bravo demonstrates that the learner is more

adaptable. Because of their capacity to adjust to rapidly changing conditions,

accommodating learners are those that actively process or transform new

knowledge after actively perceiving it or taking it in. accommodating combining

active exploration and tangible experience as learning phases. This type of

 86

learner enjoys doing, completing tasks and plans, and participating in novel

experiences (Kolb, 1984). In addition, the SPED teacher identified Bravo as

someone who depends on first-hand experience and own perception rather than

reasoning when describing how learning style manifests in a learner's learning

problem. New experiences and challenges usually appeal to Bravo. Bravo

benefits greatly from Senior High School students having to complete an

immersion program. He was able to work in a team because of this activity. His

peers assisted him with several chores in the area where he struggles. This

learning technique is frequently based on instinct rather than logical analysis,

which has an impact on the learning difficulty of Bravo. Bravo makes an effort to

complete a task, but his actions are occasionally based on incorrect perceptions.

This explains why Bravo performed at his best while working in a team—a team

that establishes goals and actively works to attain them on the ground.

Case 3 (Charlie)

Charlie, a male student in his seventeenth year, is the family's middle

child and has a mild mental disability. He attends Agdao Integrated School and is

in the eighth grade. While Charlie's mother also holds a high school diploma and
 87

runs a small business, his father is a tricycle driver with a diploma. The family

makes between 6,000 and 15,000 per month. His SPED teacher claims that he

had a dyslexic trait when he urgently tried to fit in with his peers and turned to

them for guidance on what to do. But when he was allowed to use a book to

follow along with the lecture and make his own notes in the margins, he

preferred to concentrate on the instructor and have notes that he could later

look back to with all of the key points highlighted. Additionally, Charlie avoids

reading whenever possible and becomes irritated or angry when doing so.

However, if a piece of material is read aloud to him, he finds it simpler to answer

questions about it. When asked to read, Charlie often guesses a word and tends

to delete and reverse letters. Similar to Ise's (2010) study, which found that they

frequently had dysgraphia or dysorthographia (orthographic coding), or poor

spelling. Tell-tale indicators for dyslexia include whole-word guesses and a

propensity to miss or add letters or words when writing or reading. Charlie

received a 48% decoding accuracy score on his Z-screener Test, which measures

decoding accuracy in children with dyslexia. If a student achieves a score of 90%

(the minimum predicted accuracy) or higher, they are deemed to have passed

the course. Additionally, the student is reading words at a 2nd grade level,
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according to the San Diego Quick Assessment. Reading words from the eighth

grade and down should be quite easy for a student in this grade. Particularly

when reading, this necessitates careful consideration. This demonstrates that the

student is a young person who may have mild dyslexia.

Additionally, Charlie has an introvert-strategizer personality type, which is

characterized as a cool spectator who is quiet, reserved, and who observes and

analyzes life with detached curiosity and unforeseen bursts of creative humor.

usually interested in cause-and-effect relationships, the mechanisms behind

mechanical devices, and the logical organization of data (D.W. Champagne and

R.C. Hogan, 1979). When a student is uncommunicative in his task-completing,

his personality type is evident in his learning difficulty. Charlie keeps his distance

from his peers. Charlie enjoys video games but does not like playing social

games with his classmates, according to his SPED teacher. He frequently

provides incorrect answers to his quizzes and examinations, resulting in low

overall grades. Additionally, he has trouble recalling spoken instructions or

directions. His personality is impacted by her learning disability because he is

described as always being so independent but having trouble pronouncing

phrases correctly. Charlie thus earns low grades, but they are sufficient for him
 89

to pass the grade. He makes fewer acquaintances in the classroom and

occasionally goes without knowing when assignments or projects are due

because he is distant. He struggles to remember discussions or the order of

events, which causes him to forget directions that are necessary for their class

activities.

Charlie's learning approach demonstrates that the student is assimilating

more than anything else. For their capacity to assimilate divergent observations

into a cohesive, logical explanation, assimilators are learners who perceive or

take in new information abstractly and process or alter it reflectively. The

learning phases of abstract conceptualization and reflective observation are

highlighted by assimilators. Goal-setters and meticulous planners, these learners

also excel at inductive reasoning and the development of models and theories

(Kolb, 1984). In addition, the SPED teacher described Charlie as having a clear,

logical attitude when it comes to how a learner's learning challenge manifests

their learning style. Charlie honors and respects his professors' authority. He

needs a thorough explanation that includes both verbal and additional visual

cues. Charlie favors taking his time to ponder things out, attending seminars,

and investigating models. Charlie's learning difficulties are a result of his learning
 90

style, which makes him less interested in individuals and more interested in ideas

and abstract notions. Despite having a respect for authority, he is not a team

player. Charlie is more attentive to a teacher who presents theories in a logical

manner than to strategies with a focus on utility.

Case 4 (Delta)

Eighteen-year-old Delta, a female student, is the family's middle child and

has a moderate mental disability. She attends Coliling National High School and

is in the eighth grade. While Delta's mother is a college graduate who works as a

housekeeper, her father is a college graduate who works as an OFW. The family

makes between $26,000 and $35,000 per month. Delta has trouble with

mathematical operations and story problems because she is dyslexic, which,

according to her SPED teacher, shows itself as difficulty with sequencing,

working memory, and reading. When she could play to her strengths—

connecting intellectual concepts and thinking broadly—she had good problem-

solving abilities. She finds reading aloud or silently challenging. She takes a very

long time to finish reading assignments and frequently misspells words in a way

that a computer spell-checker is unable to repair. Additionally, Dyslexia Help

 91

(2014) noted that this challenge might affect how well students learn in

disciplines like arithmetic, social studies, and science. A child who has trouble

reading at the same level as their peers has access issues because they do not

have the same amount of access to the curriculum as readers who are more

accustomed to reading. Dyslexic students find it extremely challenging to catch

up once they fall behind. He fails to acquire the fundamentals and crucial

knowledge that serve as the background for acquiring new information. Delta

received a score of 69% on the Z-screener exam, which is the exam used to

diagnose dyslexia in children. If a student achieves a score of 90% (the

minimum predicted accuracy) or higher, they are deemed to have passed the

course. Additionally, the student is reading words at a 4th grade level, according

to the San Diego Quick Assessment. Reading words from the 10th grade and

down shouldn't be too difficult for a student in this grade. Particularly when

reading, this necessitates careful consideration. This demonstrates that the

learner is a young child who may have mild dyslexia.

Additionally, Delta is an extrovert-performer, which is characterized as

extroverted, easygoing, welcoming, sociable, enjoys everything, and makes

things more enjoyable for others by enjoying activities like sports and initiating
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things. Know what's going on and passionately participate. In situations requiring

sound common sense and practical skill, people find recalling facts to be easier

than understanding theories (D.W. Champagne and R.C. Hogan, 1979). When

the student is laid back while carrying out a task, her personality type is reflected

in her learning difficulty. However, according to his SPED teacher's observations,

Delta is incredibly disorganized but enjoys social events at school. She is

frequently one of the best dancers and athletes at school, but few people are

aware of her reading difficulties, whether she is reading aloud or silently. She

also has trouble recalling verbal instructions or directions, yet she can readily

follow each step while someone else performs the work. Her personality type

influences her learning challenges since, despite being described as always being

so relaxed and outgoing, she has trouble reading word problems. Delta thus

earns low marks on tests that required reading but receives great marks on

performance-based assignments. She quickly recalls events that were

experienced.

The student is more integrating, according to Delta's learning style.

Because of her capacity to assimilate various observations into a cohesive, logical

explanation, assimilators are learners who see or take in new information

 93

abstractly and process or alter it reflectively. The learning phases of abstract

conceptualization and reflective observation are highlighted by assimilators. Goal-

setters and meticulous planners, these learners also excel at inductive reasoning

and the development of models and theories (Kolb, 1984). Furthermore, the

SPED teacher classified Delta as someone who prefers good explanations to

experience learning when it comes to how a learner's learning style manifests in

their trouble with learning. She is an excellent listener and does particularly well

when things are presented visually. The Delta learning style, which assimilates

information, places less emphasis on groups of people and is more interested in

ideas and concepts that are presented visually. She enjoys listening to music and

debates alike, but she is forced to memorize because she cannot read song

lyrics. Because of Delta's learning style and her learning disability, she is more

drawn to logically sound ideas than to approaches with a focus on practical

value. She frequently seeks explanations instead of just doing what her

classmates do and goes about things in her own way.

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Case 5 (Echo)

Twenty-year-old male student Echo is the family's middle kid and has a

mild mental disability. He is a member of the Bacnar National High School's

Grade 12 class. While Echo's mother is a college graduate who runs a small

business, his father just has a high school diploma and is currently unemployed.

The family makes $5,000 per month.His SPED instructor claims that he enjoys

fashion, painting, and creative writing with the help of a classmate. He struggles

to express his thoughts on writing, and he frequently makes spelling mistakes.

The dyslexic person's tendency to omit or misread little words, avoid reading

whenever possible, become irritated or frustrated while reading, and struggle to

organize their thoughts or provide evidence for their claims in written tasks are

all signs of dyslexia. When prompted to read, Echo often guesses a word and has

a propensity to add, delete, and reverse letters in her writing. Similar to Ise's

(2010) study, which found that they frequently had dysgraphia or

dysorthographia (orthographic coding), or poor spelling. Tell-tale indicators for

dyslexia include whole-word guesses and a propensity to miss or add letters or

words when writing or reading. Echo performed well on the Z-screener Test,

answering questions correctly with a 72% decoding accuracy. If a student

 95

achieves a score of 90% (the minimum predicted accuracy) or higher, they are

deemed to have passed the course. Additionally, the student is reading words at

a fifth-grade level, according to the San Diego Quick Assessment. Reading words

from the 12th grade and down shouldn't be too difficult for a student in this

grade. Particularly when reading, this necessitates careful consideration. This

demonstrates that the student is a young person who may have mild dyslexia.

Echo also fits the introvert-designer personality type. They are frequently

regarded as having creative minds and a strong desire to pursue their own ideas

and goals in industries that interest them. They also have a fine ability to

arrange tasks and do them successfully with or without assistance. independent,

steadfast, and capable of serving the stubborn when necessary. In order to win

the most crucial points, one must learn to concede the little ones (D.W.

Champagne and R.C. Hogan, 1979). The learner's personality type was evident

in his trouble learning while he was acting independently in terms of the

advanced placement of tasks. When given tasks, Echo is dependable. However,

according to his SPED teacher's observations, Echo is often distracted by noises

and other environmental factors, which causes him to misuse and pronounce

words without recognizing it. He gives a lot of thought to how he appears and is
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perceived by members of his peer group. His learning disability has an impact on

his personality type because he is described as always being so autonomous but

avoids reading and memorization. Echo consequently seems to "zone out" and is

not aware that everything is taking place in the classroom. Being skilled at using

knowledge in a practical way without reading instructions or processes is what is

known as "street smart.”

Echo's learning preferences demonstrate that the learner is more

divergent. Divergers are students who process or transform information in a

reflective manner after concretely perceiving it or taking it in. Divergers are so

termed because of their imagination and their capacity to function at their best in

circumstances requiring the production of numerous alternative (divergent) ideas

and consequences. This type of learner combines the learning stages of tangible

experience and reflective observation. A person who has a diverging learning

style is frequently referred to as a "people person" since they enjoy interacting

with others and tend to be feeling-oriented (Kolb, 1984). Further, the SPED

teacher described Echo as sensitive in the classroom when it comes to how a

learner's learning challenge manifests their learning style. Instead of performing

his task, he likes to observe his classmates. He tends to gather knowledge and
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use his creativity to find solutions. When someone has already completed a task

to a certain standard, Echo performs well. Because these people perform better

in settings that call for idea production, like brainstorming, Kolb (1984) named

this type "Diverging." Diverging learning style, which exhibits numerous different

ways of gathering knowledge, has an impact on Echo's learning difficulty. Echo

has a keen interest in people, is often imaginative and sensitive, and excels in

the arts. He refrains from writing, reading, and interpreting in his own because

of this. He prefers to receive individualized comments, work in groups, and listen

with an open mind. "A Study of Individual Learning Style and Educational

Multimedia Preferences" provides evidence in support of Echo's learning style by

describing an experimental examination into the connections between individual

learning styles and online media learning resources.

Case 6 (Foxtrot)

A male student named Foxtrot, who is sixteen years old and the middle

child in his family, has a moderate mental disability. He attends Coliling National

High School and is in the class of Grade 11. While Foxtrot's mother is a college

graduate who works as a teacher in a private school, his father is an elementary

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school graduate who drives a jeepney. The family makes between $16,000 and

$25,000 every month. His SPED teacher claims that he frequently arrives late to

class and steers clear of assignments like reporting and other reading-intensive

tasks. Foxtrot exhibits the dyslexia trait by finding it challenging to sequence

words, struggling to copy texts, and occasionally being inattentive in class, but

finding it simpler to respond to inquiries regarding a page of text. He is having

trouble performing in subjects where writing and reading are required. He

frequently steers clear of reading or writing assignments. During his performance

assignment, he enjoys singing, dancing, and playing pretend. Foxtrot frequently

leaves out, adds, or flips letters in his writing, and when asked to read, he makes

up words. They frequently have dysgraphia or dysorthographia, also known as

orthographic coding, which has been linked to poor spelling, according to Ise's

(2010) study. Telltale indicators of dyslexia include whole-word guesses and a

propensity to miss or add letters or words while writing or reading. In his test

result for children with dyslexia, Foxtrot answered correctly with 72% decoding

accuracy in Z-screener Test. If a student achieves a score of 90% (the minimum

predicted accuracy) or higher, they are deemed to have passed the course.

Additionally, the student is reading words at a fifth-grade level, according to the

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San Diego Quick Assessment. Reading words from the 11th grade and down

shouldn't be too difficult for a student in this grade. Particularly when reading,

this necessitates careful consideration. This demonstrates that the student is a

young person who may have mild dyslexia.

Foxtrot is an introvert-systematizer, which is characterized as serious and

quiet. This personality type succeeds by paying attention to detail and

concentration. Practical, organized, straightforward, rational, practical, and

trustworthy. Make sure everything is organized properly. Accept accountability.

Make up his own mind about what needs to be done and continue working

toward it despite opposition or detours (D.W. Champagne and R.C. Hogan,

1979). The learner's personality type was evident in her learning challenges

while she maintained order in the classroom. When given responsibility, Foxtrot

is trustworthy. She struggles to express herself when speaking in front of a

group, according to her SPED teacher's observations. Foxtrox typically pause,

speak in fragments, or leave sentences open-ended. Her learning disability has

an impact on her personality because she is described as having low self-esteem

and being very quiet. Without any techniques, I have trouble remembering

people's names, but I can recall their faces. She is a student who constantly
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follows the rules and regularly earns professors' trust via hard work, attention,

and diligence. She may occasionally misinterpret previous conversations or be

accused of "not listening." Whether given a task that did not include reading or

memorization, she appreciated it, but whether it entailed acting, performing,

memorizing, or reading, she never wanted to engage in excessive socializing.

The learning method of Foxtrot demonstrates that the learner is more

flexible. Because of their capacity to adjust to rapidly changing conditions,

accommodating learners are those that actively process or transform new

knowledge after actively perceiving it or taking it in. accommodating combining

active exploration and tangible experience as learning phases. This type of

learner enjoys doing, completing tasks and plans, and participating in novel

experiences (Kolb, 1984). Furthermore, the SPED teacher identified Foxtrot as a

student who values hands-on experience when describing how learning style

manifests in a learner's learning problem. He looks forward to going to their work

immersion every time because he is given activities that don't require writing or

reading on paper. He enjoys leveraging his peers' analyses in the classroom and

employing hands-on, interactive methods, such as performances and

demonstrations. Foxtrot, who has an accommodating learning style, prefers to

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get information from classmates rather than conducting their own research. Due

to the difficulties of learning the Foxtrot, this learning approach necessitates

initiative and activity. However, because of his reading and writing challenges, he

must collaborate with others to complete assignments. Setting goals for Foxtrot

during class is crucial so that he can present strategies for achieving them,

according to his SPED teacher.

Case 7 (Golf)

Golf is the family's eldest child and a sixteen-year-old female student who

has a mild mental disability. She attends Cobol National High School and is in the

ninth grade. Golf's mother is an OFW who has a college degree, whereas her

father is a high school graduate who works as a farmer. The family makes

between $26,000 and $35,000 per month. Golf's SPED teacher claims that as

part of his Individualized Education Plan (IEP), his teacher gave Golf a yearly

goal that involves reviewing basic symbols and their sounds and engaging in a

rigorous sight-word recognition program to get her up to speed on terms that

are on or just over her grade level. She frequently appears to be looking for the

words she wanted to say and ends up using words, which is a sign that she is
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dyslexic. Golf has difficulties with spelling, frequently forgetting how to spell

many of the words she studies or spelling the same word both properly and

wrongly in the same exercise. She reads slowly, skipping little words and parts of

longer ones while reading aloud. Golf frequently leaves out and flips letters when

writing, and when asked to read, golf guesses words. Similar to this, Ise's (2010)

study noted that they frequently had dysgraphia (orthographic coding), also

known as dysorthographia, or poor spelling. Tell-tale indicators for dyslexia

include whole-word guesses and a propensity to miss or add letters or words

when writing or reading. Golf's test results for kids with dyslexia showed that she

correctly answered with a 66% Z-screener Test decoding accuracy. If a student

achieves a score of 90% (the minimum predicted accuracy) or higher, they are

deemed to have passed the course. Additionally, the student is reading words at

a 4th grade level, according to the San Diego Quick Assessment. Reading words

from the ninth grade and down should be fairly easy for a student in this grade.

This calls for serious thought, especially when reading. This demonstrates that

the learner is a young child who could develop mild dyslexia by the age of 20. As

evidence, the Adult Dyslexia Test (2010) discovered that many dyslexics go

undiagnosed until after they have graduated from college, making it difficult to
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live with them (Jantzen, 2009). According to Brunswick (2012), dyslexics have a

lesser chance of graduating with a first-class or upper-second-class degree than

their non-dyslexic classmates.

Golf also fits the extrovert-socializer personality type, which is

characterized as being kind-hearted, chatty, well-liked, diligent, born

cooperators, and active committee members. Need harmony and may be

talented in bringing it about. Always provide a helping hand to others. Work

better when praised and encouraged. The primary focus is on issues that have a

clear and immediate impact on people's lives (D.W. Champagne and R.C. Hogan,

1979). When the learner is engaging and lighthearted in class, her personality

type is evident in her learning challenges. However, as a result of her outgoing

attitude and preference for social events at school, Golf occasionally confuses

previous talks or is accused of "not listening," according to his SPED teacher's

observations. She is well-liked, and school is where she has always flourished,

delighting in appearances in school-division level programs. She also has trouble

recalling verbal instructions or directions, but she can readily follow each step

when someone performs the work or uses visuals. Golf's personality type is

supported by Hung Sheng Lai's 2003 study, "Learning Style and Personality
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Types: Identification and Comparison of Hospitality Students in Taiwan and the

United States," which found that undergraduate hospitality students in Taiwan

and the United States tended to be more inclined to exhibit traits of the

Socializer. Her personality type is impacted by her learning disability since, while

usually being so amiable and witty, she has trouble reading and mispronouncing

words. Golf thus obtains low marks on assessments that required reading but

receives great marks for performance-based assignments. She recalls events

with ease but finds it difficult to order several or complex tasks that have been

given to her.

The way people learn in golf demonstrates that they tend to converge

more. The ability to employ hypothetical deductive reasoning to come up with a

single optimal solution to a subject or problem makes convergers, or learners

who actively process or change incoming knowledge, known. This learning

approach places a strong emphasis on active experimentation and abstract

experience. The ability to make decisions, solve problems, and apply ideas

practically is one of Converging Learners' strongest points (Kolb, 1984). The

SPED teacher also defined Golf as someone who can solve problems and will use

her learning to find solutions to practical challenges when it comes to how a

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learner's learning difficulty manifests their learning style. Golf, however, makes

use of images or pictures to solve issues. She is less concerned with

interpersonal relationships and people and more interested in technical work.

Given that it is verbally conveyed to her, golf as a Converging learning style

works best in identifying real-world applications for concepts and theories. By

determining answers to questions and resolving issues, golf may make decisions

and resolve issues. She is more drawn to technical tasks and challenges than

interpersonal or social ones as a result of this learning style's relationship to the

difficulty of learning golf. She does this to protect herself from bullying and

discrimination from her peers as a result of her learning condition. However,

despite having a learning handicap, she has advanced information-

communication technology skills and enjoys simulating and working with real-

world computer applications.

Case 8 (Hotel)

Hotel is the family's youngest kid and a male student who is seventeen

years old and has a little mental disability. He attends Agdao Integrated School

and is in the ninth grade. Both of Hotel's parents have high school diplomas, and
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his mother runs a business while his father works as a carpenter. The family

makes between 6,000 and 15,000 per month. According to his SPED teacher,

Hotel's Individualized Education Plan (IEP) includes learning and using spelling

standards and becoming aware of patterns as annual goals. When a person

doesn't seem to know how to approach unknown words, such as focusing on the

first letter's sound or looking at the vowels for pronunciation cues, that is when

they are dyslexic. frequently misidentifies words, even when he has just read the

same word properly previously in the same text, but he does better when you

read the material aloud to him. Hotel struggles with spelling, as evidenced by the

fact that he frequently forgets how to pronounce many of the things he studies

or that he spells the same word both properly and wrong during one exercise.

When feasible, he avoids reading since he finds it tedious or agitating, and he

takes a very long time to finish reading assignments and produce writing ups.

Hotel's test results for kids with dyslexia showed that he correctly responded

with a 39% Z-screener Test decoding accuracy. If a student achieves a score of

90% (the minimum predicted accuracy) or higher, they are deemed to have

passed the course. Additionally, the student is reading words at a 1st grade

level, according to the San Diego Quick Assessment. Reading words from the
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ninth grade and down should be fairly easy for a student in this grade.

Particularly when reading, this necessitates careful consideration. This

demonstrates that the student is a young person who may have mild dyslexia.

Furthermore, the introvert-harmonizer personality type describes Hotel.

They are successful because of their tenacity, creativity, and willingness to go

above and beyond. put all of his energy into their work. Discreetly assertive,

responsible, and kind. respected for his unwavering morals. Because of his

strong beliefs about what is best for the general welfare, he is likely to be

respected and obeyed (D.W. Champagne and R.C. Hogan, 1979). The learner's

personality type was evident in his learning problems when he demonstrated

tenacity in carrying out the tasks that were given to him. However, according to

his SPED teacher's observations, Hotel is often distracted by noises and other

environmental factors, which causes him to use and pronounce words incorrectly

without recognizing it. Even when he sings a song's incorrect words, he still

enjoys it. Hotel enjoys interacting with other pupils, in contrast to Champages'

definition of him as an introvert-harmonizer, and he shows initiative when no one

else considers a potential solution to a problem. This is an example of how

creatively he approached the task at hand. However, Hotel takes a very long
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time to complete reading tasks and becomes angry or frustrated when reading.

He is noted as constantly being so determined and full of uniqueness as he takes

initiative in fixing an issue, which indicates that his personality type is impacted

by her learning challenge. As a result, Hotel learned to mispronounce and misuse

words and needed the assistance of his classmates to read the book.

The student is more integrating, according to Hotel's learning style. For

their capacity to assimilate divergent observations into a cohesive, logical

explanation, assimilators are learners who perceive or take in new information

abstractly and process or alter it reflectively. The learning phases of abstract

conceptualization and reflective observation are highlighted by assimilators. Goal-

setters and meticulous planners, these learners also excel at inductive reasoning

and the development of models and theories (Kolb, 1984). Furthermore, the

SPED teacher defined Hotel as having a clear, logical perspective when it comes

to how a learner's learning style manifests in their learning problem. The hotel

appreciates verbal directions that are brief and straightforward. People are not as

significant as ideas and ideals. Because of this, hotels prefer concise explanations

to lengthy ones. Due to his learning style and Hotel's learning disability, he is

very good at comprehending knowledge and structuring it in a rational and

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understandable way. However, his learning challenges make it difficult for him to

express his ideas in text. In the end, he asked a classmate to explain an idea

that he could not convey. Because watching movies does not involve reading, he

is less focused on others and is more interested in them.

Case 9 (India)

India, a male student in his fifteenth year, is the family's middle child and

has a mild mental disability. He attends Lilimasan National High School and is in

the eighth grade. India's mother is a college graduate who runs a business, and

his father is a high school graduate who works as a carpenter. The family makes

between 6,000 and 15,000 per month. His SPED teacher says he likes painting

and physical education. He excels at basketball and volleyball. However, the

dyslexic trait is evident when a person struggles to copy texts and has trouble

understanding maps and sequences. The time it takes to finish reading tasks is

very long. India may have a smaller vocabulary than other children his age since

he doesn't enjoy reading; he also appears to read at a lower academic level than

he speaks at. He frequently spells words incorrectly, sometimes in ways that a

computer spell-checker is unable to rectify. when reading aloud, frequently reads

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slowly, skipping little words and chunks of big sentences. Similary, Ise's (2010)

study noted that they frequently have dysgraphia (orthographic coding), also

known as dysorthographia, or poor spelling. Tell-tale indicators for dyslexia

include whole-word guesses and a propensity to miss or add letters or words

when writing or reading. Additionally, Dyslexia Help (2014) noted that this

challenge might affect how well students learn in disciplines like arithmetic, social

studies, and science. A child who has trouble reading at the same level as their

peers has access issues because they do not have the same amount of access to

the curriculum as readers who are more accustomed to reading. Dyslexic

students find it extremely challenging to catch up once they fall behind. He does

not acquire the fundamentals and significant knowledge that serve as the

background for acquiring new information. India scored correctly with a 51% Z-

screener Test decoding accuracy in his test for kids with dyslexia. the pupils in

this. Additionally, the student is reading words at a third-grade level, according

to the San Diego Quick Assessment. Reading words from the eighth grade and

down should be quite easy for a student in this grade. Particularly when reading,

this necessitates careful consideration. This demonstrates that the student is a

young person who may have mild dyslexia.

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Additionally, India has an extrovert-innovator personality type, which is

characterized as quick, clever, and skilled in a variety of areas. lively company,

vigilant, and vocal. may like debating the merits of both sides of a subject.

Inventive in finding solutions to complex issues, but prone to skipping ordinary

tasks. It is appropriate to switch to a new hobby after rather than planning

ahead. can typically locate another. able to rationally support their desires (D.W.

Champagne and R.C. Hogan, 1979). When the student speaks out in class, his

learning difficulties is a manifestation of his personality type. Due to his outgoing

attitude and love of social gatherings at school, Golf occasionally confuses

previous talks or is accused of "not listening," according to his SPED teacher's

observations. He is participating in a poster-making competition while

appreciating the arts. He also has trouble recalling verbal instructions or

directions, but when someone gives him an image, he can simply follow each

step and create a poster of it. His learning disability has an impact on his

demeanor because he is described as constantly being talkative yet occasionally

taken for being tactless. He also has trouble solving word puzzles. India thus

earns low marks on tests that needed reading, but he received a high grade in

arts, which calls for performing activities. He has no trouble recalling past
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occurrences, but finds it difficult to order numerous or complicated tasks that

have been given to him.

The learning habits of Indian students demonstrate that they are more

flexible. Because of their capacity to adjust to rapidly changing conditions,

accommodating learners are those that actively process or transform new

knowledge after actively perceiving it or taking it in. accommodating combining

active exploration and tangible experience as learning phases. This type of

learner enjoys doing, completing tasks and plans, and participating in novel

experiences (Kolb, 1984). Furthermore, the SPED teacher identified India as

someone who relies on first-hand experience when describing how a learner's

learning issue manifests in their learning style. He enjoys manipulatives in class

and performs admirably in the arts and athletics, where performance is assessed

more highly than other areas of assessment. India gains from their peers'

insights and, as previously noted, prefers to use a practical, experiencing

approach. He enjoys taking on new tasks and activities, as well as following

directions from his teachers. He tends to rely on his classmates' responses before

conducting his own analysis as a result of this learning style and the learning

difficulties in India. His preferred learning style is popular and advantageous in

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jobs involving initiative and action. However, his learning challenges prevented

him from fully grasping their lessons. His preferred method of learning shows

that he prefers to do projects in groups. This demonstrates how crucial his

classmates were in helping him complete a task.

Case 10 (Juliet)

Juliet, a female student who is eighteen years old and has a little mental

disability, is the family's middle child. She attends Pangalangan National High

School and is in the 11th grade. While Foxtrot's mother, a high school graduate,

works as the family's housekeeper, her father, an elementary school graduate, is

currently employed as a farmer. The family makes between 6,000 and 15,000

per month. Juliet's dyslexia is evident, according to her SPED instructor, when

she experiences anxiety related to reading and writing; she frequently objects

and shuts down when given something to read or write. She was able to take

some of those themes and stories and adapt them, inserting classmates from her

school as the protagonists, and adding herself as a character and narrator. Juliet

saw a variety of shows that taught lessons about friendship or had a "moral to

the story." She turned her story into a brief book and illustrated it because she
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enjoyed art. If you read a piece aloud to her, she responds to questions about it

more readily. When reading aloud, he or she frequently reads slowly, skipping

minor words and parts of longer phrases, and struggles to remember common

abbreviations, such as those used on social media. When possible, Juliet avoids

reading because she finds it frustrating or upsetting. Juliet scored correctly on

the Z-screener Test with a 58% decoding accuracy, which is the benchmark for

children with dyslexia. If a student achieves a score of 90% (the minimum

predicted accuracy) or higher, they are deemed to have passed the course.

Additionally, the student is reading words at a 4th grade level, according to the

San Diego Quick Assessment. Reading words from the 11th grade and down

shouldn't be too difficult for a student in this grade. This necessitates careful

consideration, especially when reading. This shows that the learner is child at

risk of having mild dyslexia.

Juliet also fits the introvert-designer personality type. They have a fine

ability to organize a work and carry it through with or without support. They are

frequently regarded as having innovative thoughts and great drive for their own

ideas and aims in fields that appeal to them. independent, steadfast, and capable

of serving the stubborn when necessary. In order to win the most crucial points,
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one must learn to concede the little ones (D.W. Champagne and R.C. Hogan,

1979). The learner's personality type was evident in her learning challenges

when she was acting independently to complete tasks in the classroom. But

according to his SPED teacher's observations, Juliet tends to be self-absorbed

and exaggerate small incidents into something much more serious and

complicated than it truly is. She is also sensitive and gets upset easily when a

student corrects the way she pronounces words. She gives a lot of thought to

how she appears and is perceived by her peer group. Her personality type

influences her learning challenges because she is defined as being consistently

autonomous but hates reading and memorization. Because of this, Juliet seems

to "zone out" and isn't aware that anything is going on in the classroom. Her

personality type contributed to her learning challenges since she has a short fuse

or gets impatient, angry, or annoyed fast. She also experiences tension and

overload readily in some circumstances.

Juliet's learning style demonstrates that she is a more adaptable student.

Because of their capacity to adjust to rapidly changing conditions,

accommodating learners are those that actively process or transform new

knowledge after actively perceiving it or taking it in. accommodating combining

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active exploration and tangible experience as learning phases. This type of

learner enjoys doing, completing tasks and plans, and participating in novel

experiences (Kolb, 1984). Additionally, the SPED teacher identified Juliet as

someone who relies on example and other visual clues from her teachers when it

comes to how a learner's learning challenge manifests their learning style. She is

good at following directions, especially during practicums where students apply

what they have learned while baking and cooking. She illustrates the cooking

process using the analyses of her students. Juliet frequently acts on instinct

rather than logical analysis as a result of her learning style and learning problem,

which is occasionally inappropriate. She prefers to rely on outside sources than

conduct her own research and analysis without first verifying that the material

she has is accurate. She performs tasks more effectively in groups.

Profile of Children with Dyslexia

The profile of the children with dyslexia includes sex, age, intelligence

quotient (IQ), birth order, grade level, parents’ highest educational attainment,

occupation and family income. These factors considered in the study have

provided background information about the respondents.

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According to Table 1, 40% of dyslexic youngsters are female and 60% of

them are male. The data also shows that 60% of the population is between the

ages of 14 and 17, while 40% is between the ages of 18 and 21. The figure also

reveals that 10% of dyslexic children have an IQ below average, followed by

40% who have mild mental handicaps and 50% who have moderate mental

handicaps. The data also showed that 70% of newborns are middle children,

followed by 20% of eldests and 10% of youngests. In terms of grade, 30% are

in grade 11, followed by grades 8, 9, and 12 with equal percentages of 20%

each, and grade 10 with 10%.

The data also showed that 60% of fathers had graduated from high

school, followed by 30% from elementary school, and 10% from colleges. In

addition, 50% of moms have graduated from college, followed by 40% from high

school, and 10% from elementary school.

However, three fathers, or 30% of them, are farmers, followed by two, or

20%, who are drivers and unemployed, while the remaining 5% of fathers work

as OFWs, carpenters, and construction workers individually. On the other hand,

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four or 40% of moms work for themselves, three or 30% are housekeepers, and

one or 10% are teachers, OFWs, or laundry workers.

In terms of the family's monthly income, the majority of parents make

Php 6,000–15,000 with four or 40%, while the incomes of those earning Php

5,000 or less, Php 16,000–25,000, and Php 26,000–35,000 are all equal with two

or 20%.

Profile of Children with Dyslexia Comparative Analysis

The six dyslexic children in this study ranged in age from 14 to 17 years

old, were all boys, had an IQ of 5, and were moderately intellectually challenged.

Seven of them were the family's middle children. Three of them were in grade

11, which is the highest level. Five moms received college degrees, while six

husbands had a high school diploma as their highest educational

accomplishment. Four of their mothers are independent contractors, while three

of their fathers are farmers. 4 families make between 6,000 and 1,500 PHP per

month. Seven dyslexic youngsters have introverted personalities, and five of

them have accommodating learning styles.

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According to the data collected, even if a family is a Pantawid Pamilyang

Pilipino Program (4Ps) beneficiary, a dyslexic child's socioeconomic position

negatively affects their ability to learn and perform well in school. SPED

instructors affirmed that the majority of parents neglected to keep track of their

kids' academic development, which lowered their self-esteem. Similar to San

Jose (2015), the characteristics of dyslexia shared by the respondents included:

trouble pronouncing long words, difficulty pronouncing the months of the year

backwards, difficulty reading maps, and difficulties finding their way to unfamiliar

places. According to the study, dyslexics' anxiety in front of a crowd or during

class is a result of their low self-esteem. Additionally, Glazzard (2010) asserted

that dyslexic learners significantly have low confidence because of ‘comparisons’

against other students and impact of teachers, peers and family.

Same to this study, Riddick (1996) found out that there were more male

than female dyslexics in a classroom. He calculated that out of five (5), three

were males. Paulesu, et. al. (2001) observed that though all dyslexics have

equally impaired to their ability in reading and phonological tasks, ‘culture-

specific manifestations’ is observable.

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This status confirmed Dyslexia International (2014) claims that in nations

with underdeveloped public systems, education becomes a luxury good that only

the wealthy can purchase to help their illiterate children. The Universal

Declaration of Human Rights, adopted by the United Nations, states that

everyone has a right to free, compulsory education, at the very least in the

elementary and fundamental stages, and that education "shall be directed to the

full development of the human personality." This goes completely against what is

stated in Article 26 of the Declaration.

Their professors' observations of their behavior in class indicate that they

are generally introverted people. Some of them were labeled as timid and

bashful. In terms of their learning style, however, they actively process or modify

new information to adapt to rapidly changing conditions. They integrate the

stages of learning that involve active exploration and tangible experience. They

take pleasure in acting, completing tasks and plans, and participating in novel

situations.
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Personality Type of Children with Dyslexia

Table 3 presents the data regarding the personality types of children with

dyslexia in terms of introversion: designer, experiencer, idealizer, harmonizer,

preserver, systematizer, strategizer, theorizer and extroversion: clarifier, doer,

energizer, innovator, performer, socializer, stabilizer, and trailblazer.

Result shows that the highest personality type is Introvert-Designer with a

frequency of three or 30%. This is directly followed by Introvert-Systematizer

with a frequency of two or 20%. Further, Introvert-Harmonizer; Strategizer and

Extrovert-Innovator; Performer; and Socializer followed equally with a frequency

of one or 10%.

Further, the table shows that 70% of children with dyslexia’s personality

type were introverted and 30% were of being extroverted.

Therefore, the dyslexic children were classified as Designers, which is a

term for introverted learners who frequently have original ideas and great drive

for their own goals in fields that appeal to them. Designers have a fine ability to

organize a task and carry it out with or without assistance. independent,

steadfast, and capable of serving the stubborn when necessary. To win the most
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crucial points, one must learn to give up the less crucial ones (D.W. Champagne

and R.C. Hogan, 1979).

On the other hand, Hung Sheng Lai (2003) found that American and

Taiwanese undergraduate students in hospitality showed a larger tendency

toward qualities of the Socializer in his study "Learning Style and Personality

Types: Identification and Comparison of Hospitality Students in Taiwan and

United States". The undergraduate course they are enrolled in has a direct

impact on their traits. On the other side, children with dyslexia tend to lean more

toward independence, skepticism, and determination.

Additionally, children with dyslexia are introverted type individuals, a

term that was once commonly used to denote shyness or withdrawal. However,

Jung (1923) initially intended for the phrases to indicate something very

different. He used them to express the preference for either the inner or the

outward world as the center of one's energy. Energy is focused on the inside for

introverts. Observing that extraversion and introversion are both healthy

differences in personality style is one of Jung and Isabel Myers' (1975) greatest

contributions to psychology.
 124

Personality Types of Children with Dyslexia Comparative Analysis

In this study, the highest personality type is Introvert-Designer with a

frequency of three or 30%. This is directly followed by Introvert-Systematizer

with a frequency of two or 20%. Further, Introvert-Harmonizer; Strategizer and

Extrovert-Innovator; Performer; and Socializer followed equally with a frequency

of one or 10%.

Further, the table shows that 70% of children with dyslexia’s personality

type were introverted and 30% were of being extroverted.

Therefore, the dyslexic children were classified as Designers, which is a

term for introverted learners who frequently have original ideas and great drive

for their own goals in fields that appeal to them. Designers have a fine ability to

organize a task and carry it out with or without assistance. independent,

steadfast, and capable of serving the stubborn when necessary. To win the most

crucial points, one must learn to give up the less crucial ones (D.W. Champagne

and R.C. Hogan, 1979).

On the other hand, Hung Sheng Lai (2003) found that American and

Taiwanese undergraduate students in hospitality showed a larger tendency

 125

toward qualities of the Socializer in his study "Learning Style and Personality

Types: Identification and Comparison of Hospitality Students in Taiwan and

United States". The undergraduate course they are enrolled in has a direct

impact on their traits. However, children with dyslexia tend to focus more on

developing their independence, skepticism, and critical thinking skills.

 126

Learning Style of Children with Dyslexia

Table 3 presents the data regarding the learning style of children with

dyslexia in terms of being accommodating, assimilating, converging and

diverging.

Findings show that majority of children with dyslexia are Accommodating

Learners with a frequency of five or 50 %, followed by Assimilating with a

frequency of three or 30 %. Converging and Diverging were equal having

frequency of one or 10 %.

The findings of this study indicate that most dyslexic youngsters have an

accommodating learning style. Because of their capacity to adjust to rapidly

changing conditions, accommodating learners are those that actively process or

transform new knowledge after actively perceiving it or taking it in.

accommodating combining active exploration and tangible experience as learning

phases. This type of learner enjoys doing, completing tasks and plans, and

participating in novel experiences (Kolb, 1984).

On the other hand, Byrne's (2002) "A Study of Individual Learning Style

and Educational Multimedia Preferences" describes an experimental examination

 127

into connections between Individual Learning Styles and Online Media Learning

Resources. He came to the conclusion that one important trait of Diverging

Learners was that all students responded to all study instruments with great

cooperation.

Learning Styles of Children with Dyslexia Comparative Analysis

In this study, majority of children with dyslexia are Accommodating

Learners with a frequency of five or 50 %, followed by Assimilating with a

frequency of three or 30 %. Converging and Diverging were equal having

frequency of one or 10 %.

The findings of this study indicate that most dyslexic youngsters have an

accommodating learning style. Because of their capacity to adjust to rapidly

changing conditions, accommodating learners are those that actively process or

transform new knowledge after actively perceiving it or taking it in.

accommodating combining active exploration and tangible experience as learning

phases. This type of learner enjoys doing, completing tasks and plans, and

participating in novel experiences (Kolb, 1984).

 128

On the other hand, Byrne's (2002) "A Study of Individual Learning Style

and Educational Multimedia Preferences" describes an experimental examination

into connections between Individual Learning Styles and Online Media Learning

Resources. He came to the conclusion that one important trait of Diverging

Learners was that all students responded to all study instruments with great

cooperation.
 129

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the conclusions inferred

and the corresponding recommendations advocated.

Summary

This study determined the profile, personality types and learning styles of

children with dyslexia of San Carlos City Division. Specifically, this study sought

to answer the following sub-problems: (1) What is the profile of the respondents

as to: age, sex, birth order, grade level, intelligence quotient (IQ), parents'

highest educational attainment, parent's occupation, number of siblings, and

monthly family income? (2) What is the personality type of children with dyslexia

in terms of: Introversion (Designer, Experiencer, Idealizer, Harmonizer,

Preserver, Systematizer, Strategizer, and Theorizer); and Extroversion (Clarifier,

Doer, Energizer, Innovator, Performer, Socializer, Stabilizer, and Trailblazer) and

(3) What is the learning style of children with dyslexia in terms of:

Accommodating, Assimilating, Converging, and Diverging?

 130

Moreover, the respondents in the study were 10 children with dyslexia

who were selected using a probability sampling design, specifically, simple

random sampling. The descriptive method of research was used in the study.

Standardized survey questionnaire was utilized as the main instruments to

support and further verify the information gathered.

Data gathered were tabulated and analyzed using statistical treatment,

and the following statistical tool were used in the treatment of responses and

data analysis: Frequency count and percentage were used to determine the

personality type and learning style of the respondents.

Summary of Findings

The following are salient findings of the study:

I. Profile of the Children with Dyslexia

Sixty percent of children with dyslexia are male. In addition, 60% are

between the ages of 14 and 17. Most dyslexic children have a 50% intelligence

quotient (IQ), which is considered to be a mild mental disability. Similar to this,

 131

70% of dyslexic children were born as middle children. 30% of them are in grade

11, according to their grade level.

Moreover, most fathers of children with dyslexia are graduate in high

school with 60 percent. On the other hand, most mothers are college graduate

with 50 percent.

Most fathers of the respondents are working as farmer with 30 percent.

On the other hand, four or 40 percent of mothers are self-employed.

Furthermore, as to monthly income of the family, most parents are

earning Php 6,000-15,000 with four or 40 percent.

II. Personality Type of the Respondents

Most of the respondents’ personality type falls under Designer with a

frequency of three or 30 percent.

Therefore, the dyslexic children were classified as Designers, which is a

term for introverted learners who frequently have original ideas and great drive

for their own goals in fields that appeal to them. Designers have a fine ability to
 132

organize a task and carry it out with or without assistance. independent,

steadfast, and capable of serving the stubborn when necessary. To win the most

crucial points, one must learn to give up the less crucial ones.

III. Learning Styles of the Respondents

Findings show that majority of children with dyslexia are Accommodating

Learners with a frequency of five or 50 percent.

The findings of this study indicate that most dyslexic youngsters have an

accommodating learning style. Because of their capacity to adjust to rapidly

changing conditions, accommodating learners are those that actively process or

transform new knowledge after actively perceiving it or taking it in.

accommodating combining active exploration and tangible experience as learning

phases. This type of learner enjoys doing, completing tasks and plans, and

participating in novel experiences (Kolb, 1984).

 133

Conclusions

Based on the thorough review and analyses, the following are therefore

concluded:

1. The majority of dyslexic children are male, school-aged, mildly mentally

challenged, born as the youngest in the family, enrolled in grades below 7,

and their parents are almost universally college graduates or self-employed

with an annual income of Php 6,000–15,000.

2. Most dyslexic children have an introverted personality, particularly a designer.

3. Majority children with dyslexia have a learning style of being an

accommodating learner.
 134

Recommendations

In the light of the conclusions, the following recommendations are hereby

advanced:

1. In bird’s eye view, we can sense the hardships and uncertainties

that dyslexic youngsters face while they seek their education.

However, it is important to note that becoming introverted-

designers and accommodators can be a start to enlist Local

Government Units (LGUs) to assist these learners in developing a

positive self-image as they create programs to meet the

requirements of children with dyslexia.

2. Further investigation at other secondary schools where the data

was gathered and provided in this study should be used as

verification. This will assist senior high school principals in

preparing a strategic implementation plan (SIP) that will be used

for three years beginning with the 2019–2020 academic year to

fulfill the requirements of students with dyslexia.

 135

3. Secondary schools in San Carlos City Division might provide

workshops, seminars, and in-service trainings for teachers and

parents to keep them up to speed on how to recognize and assist

kids with learning issues. The Curriculum Implementation Division

could use this research to offer these seminars in conjunction with

Special Education Teachers, professionals, and other educational

leaders.

4. Further analysis and improvement of the instrument developed and

utilized by the researchers be employed upon us in future

researches regarding the same subject matter. Different use of

statistical analysis and extensive study can yield into another result

that can make the research strong or be changed.

 136

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