Research · 6 min read
What works and what doesn't: busting learning myths
Parents are bombarded with advice. Here is a plain-English look at some popular ideas and what the evidence actually says.
Myth: children learn best in their 'learning style'
The idea that children are visual, auditory or kinaesthetic learners and should be taught that way is very popular, but reviews of the research have found no good evidence that matching teaching to a preferred style improves learning [1]. All children benefit from seeing, hearing and doing. The best format depends on what is being learned (a map is best shown, a song is best heard).
Myth: 'brain training' games make children smarter
Children get better at the games they practise, but large reviews find little evidence that those gains transfer to reading, maths or general intelligence [2]. Time spent reading together or playing number games is a better bet.
Myth: more homework is always better
For primary school children the link between the amount of homework and achievement is weak [3]. Short, purposeful practice (reading every night, a few minutes of number facts) matters more than long worksheets.
Works: systematic phonics for early reading
Teaching children the links between letters and sounds in a clear, structured order is one of the best-supported findings in reading research [4]. Victorian government schools are now moving to explicit, systematic phonics teaching in the early years. If your child is learning to read, ask their teacher which sounds they are working on and practise those at home.
Works: reading together, every day
Shared reading builds vocabulary, background knowledge and a love of books, and the benefits of regular reading build up over many years [5]. See our guide to essential reading for parents for ways to make it more powerful.
Works: warm relationships and time together
Children learn best when they feel safe and connected. Erica Komisar argues that parents' emotional availability, not more activities or screen-based enrichment, is what helps children build resilience [6]. The research on parental warmth supports the general idea: children with responsive, supportive parents tend to cope better with setbacks at school.
References
- Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. Source
- Simons, D. J., Boot, W. R., Charness, N., et al. (2016). Do "brain-training" programs work? Psychological Science in the Public Interest, 17(3), 103–186. Source
- Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. Source
- National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading. National Institute of Child Health and Human Development. Source
- Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. Source
- Komisar, E. (2021). Chicken Little the Sky Isn't Falling: Raising Resilient Adolescents in the New Age of Anxiety. Health Communications Inc. Source
This guide is general information for families, not medical or psychological advice. If you're worried about your child, talk to their teacher or your GP.