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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)