This study aimed at investigating possible effects of reading strategy instruction on students’ language learning style preferences and their reading proficiency levels. A total of 62 11th grade students from three different classes (one treatment and two control groups) of a Turkish high school took part in this experimental study which lasted for eight weeks. In the scope of this study, Learning Style Survey (LSS) developed by Cohen, Oxford and Chi (2005), Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002) and Key English Test (KET) were applied to the target groups both before and after reading strategy instruction. The data obtained from these three instruments were compared. Results demonstrated that reading strategy training may have an effect on students’ language learning style preferences, possibly leading students to be more synthesizing and field dependent.

中文翻译：

---

通过阅读策略培训来追踪阅读分数和学习风格偏好的变化

这项研究旨在调查阅读策略教学对学生语言学习风格偏好及其阅读水平的可能影响。来自土耳其高中三个不同班级（一个治疗和两个对照组）的62名11年级学生参加了为期八周的实验研究。在这项研究的范围内，由Cohen，Oxford和Chi（2005）开发的学习风格调查（LSS），Mokhtari and Sheorey（2002）的阅读策略调查（SORS）和关键英语测验（KET）被应用到了目标中在阅读策略说明之前和之后进行分组。比较了从这三种仪器获得的数据。结果表明，阅读策略培训可能会影响学生的语言学习风格偏好，