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Abstract This article describes the effects of research concerned with identifying the learning styles of Special Education (SPED) students and then teaching them globally, tactually, and/or kinesthetically with instructional resources [...]

Abstract One hundred and fourteen learning-disabled (LD) students in grades eight, nine, ten, and eleven were taught grammar alternately using two different instructional methods--traditional and tactual/kinesthetic. Effects on achievement, applications [...]

Abstract This article describes why certain students achieve poorly in conventional classes and the need to teach global, tactual, and/or kinesthetic elementary- school learners with instructional resources that complement their [...]

This manuscript presents a framework for teaching diverse college students who are studying to become teachers. On the basis of learning-style preference, the authors identify a model in which one [...]

Research into differences of learning styles among secondary students is described. Key factors which assist or inhibit learning are examined and ways of identifying learning styles and adapting teaching methods are explored.

Explores time of day as a learning-style variable that affects student achievement. Provides some concrete steps for changing the learning styles of teachers and administrators, such as testing themselves to identify their current teaching styles or providing interested teachers with expert training in learning-styles approaches. (VWC)

Case studies of two gifted students illustrate the use of the Learning Style Inventory, a 104 item self-report questionnaire identifying learning preferences of students in grades three-12 regarding immediate environmental conditions and the student's emotional, sociological, and physical needs. (CL)

Case studies of two gifted students present individual profiles listing instructional implications and counseling implications based on the Learning Styles Inventory. (CL)

Reviews research on learning style and explains why it is important for educators to become aware of this research. (FL)

Cites research showing individual reactions to bright and dim light in the classroom. Shows individual susceptibility to extreme negativism in inappropriate lighting conditions and suggests that students' predispositions for illumination be identified. Notes that restless, fidgety youngsters should be placed into softly lit sections, with the procedure reversed for listless, unresponsive ones. (EL)

Presents a quiz to help high school principals determine their educational philosophy and the degree of compatability between philosophy and practice. Presents research findings showing that conventional approaches to instructional factors, such as furniture, scheduling, student mobility, instructional methods, and homework, may not be the most effective. (DMM)

Discusses recent research on learning style, revealing some of the problems with the research as well as how work on learning modality can help students with trouble in school. Also discusses tests that identify learning style, and advises teachers to keep an open mind about learning style research. (SKC)

Advances the notion that students should be assigned to classes according to the time of day they learn best. (JC)

Challenges 15 popular beliefs held about students and optimal learning environments by citing data from studies of student learning styles. Individual learning styles vary, and academic achievement can be improved by providing flexible teaching styles and classroom environments where students can match their learning styles. Includes extensive references. (MD)

Mainstreaming handicapped students without providing adequately for their special needs is malpractice and may lead to litigation. (Author)

Readers are invited, in this article, to test their abilities in diagnosing the learning difficulties of a junior high school student and prescribing the right kind of instructional program for the student. (Author/MLF)

A number of studies conducted during the last decade have found that students' achievement increases when teaching methods match their learning styles--biological and developmental characteristics that affect how they learn. Correlational studies and experimental research studies are reviewed on instructional environments, perceptual preferences, and sociological preferences, as well as time-of-day preferences and mobility needs. (Author/TE)

Reviews studies concerned with perceptual learning styles and provides a research basis for an experimental procedure which allows students to be introduced to new information through their strongest modality, to have that information reinforced through multisensory assignments, and to internalize the information through application in a creative activity. (RS)

Reviews major learning style theories. Discusses cross-cultural research on learning styles and explores implications of this research for counselors. Discusses implications of accommodating learning style preferences of various cultural groups for counselors. Cautions it is important to recognize learning styles are individual rather than stereotypical group styles. (ABL)

Discusses the differences among researchers in learning style definitions, instruments used to identify learning style, and the applications of their research. (Author/MLF)

It was found, among other things, that six of the 24 variables on the Learning Style Inventory significantly discriminated between gifted and normal elementary age Ss, and that gifted Ss also tended to be highly individualistic in their preferences for sound, silence, interaction, temperature variations, intake, mobility, and time. (DLS)

Readers are invited to test their abilities first in diagnosing the learning difficulties of a high school senior and then in prescribing the right kind of instructional program for him or her. (Author/MLF)

Discusses the environmental, sociological, physical, and psychological elements of learning styles as well as how to put learning styles to work in the instructional program. (WD)

Assesses our limited knowledge of individual learning styles and their relationships to academic achievement. Poses questions for further research. (Author/WD)

The Learning Style Inventory (LSI) measures an individual student's learning style and preference for physical learning environment. LSI scores for 321 students in grades 3, 6, and 7 were correlated to their self-concept scores. Eight LSI variables discriminated significantly between subjects with high and low self-concepts. (SJL)

Learning style is defined, its environmental, emotional, sociological, physical, and psychological elements described, and research on its classroom implications for handicapped and gifted children reviewed. Studies are explained to have revealed statistically significant increased academic achievement when individual traits have been matched with complementary resources and environments. (CL)