🧩 LEARNING STYLE ASSESSMENT
Discover Your Child’s Learning Superpowers!
HOW TO USE THIS ASSESSMENT
Purpose: Identify your child’s natural learning preferences to make reading more engaging and joyful!
Instructions:
- Observe your child during reading time over 5-7 sessions
- Check any behaviors you notice (don’t force – just observe!)
- Tally checkmarks in each category
- The category with the most checks is likely their dominant style
- Remember: Most children are multi-modal (use multiple styles!)
Important: This isn’t a test! There are no right or wrong learning styles. Every style is valuable!
👁️ VISUAL LEARNING INDICATORS
During Reading, My Child:
☐ Spends more time looking at pictures than listening to words
☐ Points at illustrations frequently
☐ Flips back to previous pages to look at pictures again
☐ Seems distracted if there aren’t enough pictures
☐ Looks carefully at details in illustrations
☐ Tracks the words with their finger (following visually)
☐ Prefers books with rich, detailed illustrations
☐ Says “I see” or “show me” often
After Reading, My Child:
☐ Remembers what they SAW better than what they heard
☐ Can describe illustrations in detail
☐ Wants to draw or color related to the story
☐ References visual elements when retelling: “Remember the picture where…”
☐ Creates visual representations (drawing, building, arranging)
Book Preferences:
☐ Gravitates toward graphic novels or picture-heavy books
☐ Loves books with maps, diagrams, or visual layouts
☐ Chooses books based on cover art or illustrations
☐ Enjoys wordless picture books
☐ Likes books with interesting fonts or visual text elements
General Learning Behaviors:
☐ Learns better with demonstrations than verbal explanations
☐ Notices visual details others miss
☐ Good with puzzles, mazes, and visual challenges
☐ Likes to organize things visually
☐ Responds well to color-coding and visual schedules
TOTAL VISUAL CHECKS: _______
👂 AUDITORY LEARNING INDICATORS
During Reading, My Child:
☐ Closes their eyes while listening to focus on sound
☐ Seems highly engaged even without pictures
☐ Asks for stories to be read again and again
☐ Remembers exact phrases or dialogue from stories
☐ Makes sound effects spontaneously
☐ Likes to hear different character voices
☐ Says “that sounds good” or “tell me” often
☐ Repeats words or phrases after hearing them
After Reading, My Child:
☐ Can retell stories with incredible verbal detail
☐ Remembers what was SAID more than what pictures showed
☐ Wants to discuss the story extensively
☐ Makes up songs or chants about the story
☐ Recalls character dialogue word-for-word
Book Preferences:
☐ Loves rhyming books and poetry
☐ Enjoys books with rhythm and repetition
☐ Gravitates toward books with lots of dialogue
☐ Prefers audiobooks or being read to
☐ Likes books with musical or sound elements
General Learning Behaviors:
☐ Excellent listener and follower of verbal directions
☐ Talks through problems or thinks aloud
☐ Sensitive to sounds (notices background music, tone of voice)
☐ Learns songs and rhymes easily
☐ Enjoys discussions and verbal explanations
TOTAL AUDITORY CHECKS: _______
🖐️ KINESTHETIC LEARNING INDICATORS
During Reading, My Child:
☐ Fidgets, wiggles, or moves constantly while listening
☐ Wants to touch the book, turn pages themselves
☐ Acts out scenes while or immediately after reading
☐ Has trouble sitting still for extended reading
☐ Uses gestures and body movements while discussing stories
☐ Engagement increases when movement is allowed
☐ Says “let me try” or “I feel like” often
☐ Touches or handles objects mentioned in stories
After Reading, My Child:
☐ Wants to immediately ACT OUT the story
☐ Remembers what they DID or physically experienced
☐ Builds or creates physical representations (blocks, clay, etc.)
☐ Needs to move to process what they heard
☐ Plays out story scenarios physically
Book Preferences:
☐ Prefers books with action and adventure
☐ Loves interactive books (lift-the-flap, touch-and-feel)
☐ Drawn to books about sports, movement, or doing things
☐ Enjoys books they can interact with physically
☐ Likes stories that can be dramatized
General Learning Behaviors:
☐ Learns by doing rather than watching or listening
☐ Good with hands-on activities (building, crafts, sports)
☐ Needs frequent movement breaks
☐ Remembers things better when movement was involved
☐ Uses whole body to express emotions and ideas
TOTAL KINESTHETIC CHECKS: _______
✍️ READ/WRITE LEARNING INDICATORS
During Reading, My Child:
☐ Wants to follow along with text in their own copy
☐ Tracks words with finger while reading
☐ Prefers to read silently to themselves
☐ Asks what words mean or how they’re spelled
☐ Points out interesting words or vocabulary
☐ Likes to have text in front of them
☐ Reads and rereads passages
☐ Makes notes or marks favorite parts
After Reading, My Child:
☐ Wants to write about the story
☐ Creates lists related to the book (characters, events, etc.)
☐ Remembers what was WRITTEN more than pictures/sounds
☐ Enjoys copying favorite passages or quotes
☐ Makes their own books or written stories
Book Preferences:
☐ Prefers chapter books with lots of text
☐ Enjoys books with interesting vocabulary
☐ Likes books with written text elements (letters, signs, notes)
☐ Drawn to informational text and facts
☐ Prefers books they can read themselves
General Learning Behaviors:
☐ Strong reader for their age
☐ Loves making lists and writing things down
☐ Learns better by reading instructions than hearing them
☐ Enjoys journaling or note-taking
☐ Has extensive vocabulary, loves new words
TOTAL READ/WRITE CHECKS: _______
📊 INTERPRETING YOUR RESULTS
Step 1: Tally Your Totals
Visual: _______ checks
Auditory: _______ checks
Kinesthetic: _______ checks
Read/Write: _______ checks
Step 2: Identify Dominant Style(s)
Highest score(s): _________________________________
This is likely your child’s preferred learning style!
Step 3: Understand the Pattern
Single dominant style (one score much higher): Your child has a clear preference! Lean heavily into this style while occasionally incorporating others.
Two high scores (multi-modal): Your child is flexible! They can learn well through multiple channels. Offer variety and let them choose.
Three or four similar scores (balanced): Your child is wonderfully adaptable! They can access learning through any modality. Keep offering variety!
All low scores: You might need more observation time, or your child may be emerging in their preferences. Keep watching!
🎯 WHAT TO DO WITH THIS INFORMATION
IF YOUR CHILD IS PRIMARILY VISUAL:
Do More:
- Choose picture-rich books
- Add drawings and visual aids
- Use graphic organizers
- Show videos related to books
- Create visual story maps
Do Occasionally:
- Sound effects (connect to pictures)
- Small movements (brief, connected to images)
- Some reading of text (with visual support)
IF YOUR CHILD IS PRIMARILY AUDITORY:
Do More:
- Read with dramatic voices
- Add sound effects and music
- Discuss stories extensively
- Choose rhyming/rhythmic books
- Listen to audiobooks together
Do Occasionally:
- Look at pictures (connect to sounds)
- Small movements (brief, sound-making)
- Some independent reading (alternate with being read to)
IF YOUR CHILD IS PRIMARILY KINESTHETIC:
Do More:
- Act out stories
- Use movement during reading
- Choose action-packed books
- Provide props and sensory items
- Build/create story elements
Do Occasionally:
- Brief picture study (connect to movement)
- Sound effects (while moving)
- Short sitting times (gradually extended)
IF YOUR CHILD IS PRIMARILY READ/WRITE:
Do More:
- Provide text-rich materials
- Encourage reading independently
- Create written responses
- Make lists and notes
- Focus on vocabulary
Do Occasionally:
- Draw illustrations (of what they read)
- Discuss aloud (verbal processing)
- Small dramatizations (acting out text)
🌈 THE 80/20 APPROACH
Spend 80% of reading time in their STRENGTH zone = Confidence, engagement, joy!
Spend 20% gently stretching other modalities = Growth, flexibility, new connections!
Example Schedule:
- 4 out of 5 books: Match their dominant style
- 1 out of 5 books: Introduce gentle stretch elements
💡 REMEMBER
Learning styles are NOT:
- Permanent labels that limit growth
- Excuses to avoid certain activities
- Rigid categories everyone fits into
- More important than engagement and joy
Learning styles ARE:
- Starting points for meeting your child where they thrive
- Tools for understanding how to make reading accessible
- Ways to celebrate how each child’s brain works
- Guides for creating engaging, joyful reading experiences
🔄 REASSESS PERIODICALLY
When to reassess:
- Every 3-6 months
- When you notice changing patterns
- If current approach isn’t working
- As child matures and develops
Remember: Preferences can shift with age, confidence, and experience!
📝 NOTES & OBSERVATIONS
Date of Assessment: _________________
My child’s dominant style appears to be: _________________________________
Specific behaviors I noticed most often:
What makes them most engaged:
What seems to frustrate them:
Adaptations I want to try:
🎯 ACTION PLAN
Based on this assessment, I will:
THIS WEEK: ☐ Choose _____ books that match their dominant style ☐ Try one new adaptation: _____________________________ ☐ Celebrate their learning superpower by: _____________________________
THIS MONTH: ☐ Incorporate their style into _____ reading sessions ☐ Gently introduce one less-preferred modality through: _____________________________ ☐ Observe and note any changes in engagement
NEXT ASSESSMENT DATE: _________________
Words That Bloom | www.wordsthatbloom.com
Every child learns beautifully – just uniquely! 🌸