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VARK: A Guide to Learning Styles

Reading and writing is one of the various learning styles that are recognized by educators. Individuals who indicate a preference to reading and writing exhibit some distinct studying habits. In this scenario, a subject was put through the VARK questionnaire and the computed results were used to analyze his/her learning methods. According to c, the subject prefers a read/write approach when studying and should make use of lists. When taking in new information this subject benefits greatly from using several written tools. These tools include the use of headings, dictionaries, definitions, and glossaries. In addition, individuals with a preference for read/write mode of study enjoy reading from handouts, textbooks, manuals, and essays. The VARK guide recommends that people with read/write learning preferences form a habit of making learnable packages. These packages can be made using words that are written repeatedly. Moreover, reading notes over and over and re-writing the main ideas has been found to be a useful learning tool. The guide also recommends that individuals who exhibit a reading and writing preference convert diagrams and charts into words. The recommended practices for the read/write subject when doing exams and tests is to write down the answers. In addition, the subject should write information in sequences and arrange words into hierarchies when performing tests.

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In the VARK study, the subject of analysis had indicated his/her preferred learning strategies beforehand. The subject confessed to having a penchant for the written word while studying. The subject prefers handouts and printed lecture notes instead of listening to lectures. Although the subject is fond of visiting the library as part of his/her learning strategies, he/she uses a personal computer more often. When perusing through websites the subject prefers websites with more text to visual ratios. For instance, the subject prefers websites that follow the Wikipedia format of providing worded descriptions and a few visuals. The subject lists his/her most favorite learning activities to include reading well-written reports and essays. In addition, the subject enjoys having reading materials with bullet and numbering points on them.

It is customary for the subject to have a pen and a paper when studying even when the studied sources are digital. The reason for having a pen when studying is because the subject finds it easier. In the past, the subject has noticed that he/she is likely to fall asleep when studying without writing. Among the learning practices that the subject does not prefer include group activities and making statistical representations. The subject has noticed that group activities do not offer him/her any substantial advantages when learning. Moreover, any learning activity that involves drawing graphs and charts always presents a challenge to the subject. The subject also revealed that he/she enjoys teachers who make their descriptions more comprehensive. On the other hand, the subject performed relatively dismal on subjects that were taught by teachers who used brief descriptions. Other learning habits that were used by the subject include using a study partner and having someone ask him/her questions without using multiple choices. At certain times, the subject sits at a group-discussion with a pen and a paper and lists discussion items sequentially.

There are striking similarities between the mode of learning adhered to by the subject and the one identified by the VARK learning guide. Among the noted similarities, include the subject’s habit of using a pen and a paper in most of his/her learning activities. The use of pen and paper by the subjects extends to unconventional situations such as when the subject is participating in group-discussions and when he/she is reading from online sources. The subject also prefers textbooks and handouts to other types of reading materials. The subject shows a significant preference for the written word over the spoken one. Another similarity between the subject’s preferences and VARK’s identified learning methods is the use of sequences and avoidance of visual representations. This indicates that the subject is more comfortable with text-based learning as opposed to visual learning. According to VARK, the subject’s score for visual learning preference was two out of twenty. The score for the subject’s preference of aural mode of study was also two out of twenty. This explains why the subject does not prefer group discussions and the use of audio recording devices in the course of his/her studies. The VARK analysis scored the subject’s kinesthetic score at five out of twenty. Therefore, the subject has the tendency to embrace a wide range of learning tools such as field studies, trial-and errors, field tours, and exhibits. For instance, the subject usually uses a study partner and tries to eliminate the advantage of having multiple-choice answers. This indicates that the subject sparingly engages all senses when studying. Given that the subject’s read/write score was over 50 percent, he/she cannot be classified as having a multimodal preference of learning.

After considering the subject’s preferred mode of learning and the VARK-identified inmode of learning, it can be concluded that the subject employs good learning practices. Moreover, the subject is in control of his/her learning process. However, the subject should be able to make slight changes to his/her study habits. For instance, the subject should embrace more kinesthetic learning habits so as to improve his/her overall learning experience. In addition, practicing multiple-choice questions with a friend without using the multiple choices is redundant.

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