What representation paves the way for students’ achievement on standardized tests and academic success: linguistic or imagery?

I believe that students that to answer this question you must know the student’s learning style and English language ability. English Language Learners (ELL) who are classified with a CELDT score would find imagery representations to be more important for achievement on standardized tests as the pictures would be more clear across cultural and language barriers than linguistic representations alone.  A non-native English speaker, who has been reclassified fluent English proficient (REFP) has demonstrated that they no longer need to be accommodated as an ELL at which point their academic success would be most influenced in accordance with their learning style (Bakersfield City School District, 2017). A native English speaker or REFP student who is a visual learner would find imagery representations to be more important for achievement on standardized tests. A native English speaker or REFP student who is a verbal learner would find linguistic representations to be more important for achievement on standardized tests. Students’ academic success is not a simple math problem in which 1 + 1 = 2. The student’s learning style is one a variable factor, where they instructed in the material in a way that accommodates their individual learning style? Where the student’s then tested in a way that accommodates their individual learning style? If the answer to either of these questions is no, then the students will not maximize their academic success.

References

Bakersfield City School District. (2017). Reclassification Information. Retrieved September 27, 2017, from http://bcsd.com/ell/reclassification-information/