LANGUAGE STYLES AND READING COMPREHENSION THROUGH HYPERTEXT USAGE IN HIGH SCHOOL STUDENTS

The current research aimed at determining the relationship between learning styles and reading comprehension through using hypertexts in students of ninth grade (middle school). For this purpose, the methodology was based on a qualitative approach of case study. The applied instruments were the inventory of learning styles proposed by David Kolb, which distinguishes four different styles (divergent, convergent, assimilator and accommodator), a reading habits questionnaire, and the researcher's field notes. These instruments were applied to ten students form ninth grade at a private institution in Bogota. The results' analysis suggests that there is a moderate relationship between the divergent style and the reading comprehension level more than the other three styles; however, no evidence was found to support the benefit of using hypertexts to improve reading comprehension skills, when considering students' learning styles.