Learning Styles: What We Know and What We Need

References

• Boström , L. and Lassen , L. M. 2006 . Unraveling learning, learning styles, learning strategies and meta cognition . Education and Training , 48 ( 2–3 ) : 178 – 189 .
   Google Scholar
• Boudett , K. P. , Murnane , R. J. , City , E. and Moody , L. 2005 . Teaching educators how to use student assessment data to improve instruction . Phi Delta Kappan , 86 ( 9 ) : 700 – 706 .
   Web of Science ®Google Scholar
• Braio , A. , Dunn , R. , Beasley , T. M. , Quinn , P. and Buchanan , K. 1997 . Incremental implementation of learning style strategies among urban low achievers . Journal of Educational Research , 91 ( 1 ) : 15 – 25 .
   Web of Science ®Google Scholar
• Burke , K. and Dunn , R. 1998 . “ Learning style: The clue to you! (LSCY) ” . Jamaica , NY : St. John's University, Center for the Study of Learning and Teaching Styles . Retrieved from http://www.learningstyles.net/our-assessments.
   Google Scholar
• Cochran-Smith , M. and Lytle , S. L. 2009 . “ Inquiry as stance: Practitioner research in the next generation ” . New York : Teachers College Press .
   Google Scholar
• Coffield , F. , Moseley , D. , Hall , E. and Ecclestone , K. 2004 . Learning styles and pedagogy in post-16 learning: A systematic and critical review , London : Learning and Skills Research Centre .
   Google Scholar
• Cohen , J. 1977 . Statistical power analysis for the behavioral sciences , New York : AcademicPress .
   Google Scholar
• Cohen , J. 1988 . Statistical power analysis for the behavioral sciences (2nd ed.) , Hillsdale , NJ : Erlbaum .
   Google Scholar
• Cohen , J. 1992 . A power primer . Psychological Bulletin , 112 ( 1 ) : 155 – 159 . doi: 10.1037/0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• Crosley , H. 2007 . Effects of traditional teaching versus a multi-sensory instructional package on the science achievement and attitudes of English language learner middle-school students and English speaking middle-school students . Dissertation Abstracts International , 68 ( 08 ) : A
   Google Scholar
• Curry , L. 1990 . A critique of the research on learning styles . Educational Leadership , 48 ( 2 ) : 50 – 56 .
   Web of Science ®Google Scholar
• Dunn , R. and DeBello , T. , eds. 1999 . Improved test scores, attitudes, and behaviors in America's schools: Supervisors' success stories , Westport , CT : Bergin & Garvey .
   Google Scholar
• Dunn , K. J. and Dunn , R. 1993 . Teaching secondary students through their individual learning styles: Practical approaches for grades 7–12 , Boston : Allyn & Bacon .
   Google Scholar
• Dunn , K. J. and Dunn , R. 2008 . Teaching to at-risk students' learning styles: Solutions based on international research . Insights on Learning Disabilities: From Prevailing Theories to Validated Practices , 5 ( 1 ) : 89 – 101 .
   Google Scholar
• Dunn , R. and Griggs , S. A. 2007a . Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? , Jamaica , NY : St. John's University's Center for the Study of Learning and Teaching Styles .
   Google Scholar
• Dunn , R. and Griggs , S. A. , eds. 2007b . What if? Promising practices for improving schools , Lanham , MD : Rowman & Littlefield .
   Google Scholar
• Dunn , R. , Griggs , S. A. , Olson , J. , Gorman , B. and Beasley , M. T. 1995 . A meta-analytic validation of the Dunn and Dunn model of learning-style preferences . Journal of Educational Research , 88 ( 6 ) : 353 – 361 .
   Web of Science ®Google Scholar
• Dunn , R. and Honigsfeld , A. 2009 . Differentiating instruction for at-risk students: What to do and how to do it , Lanham , MD : Rowman & Littlefield .
   Google Scholar
• Dunn , R. , Rundle , S. and Burke , K. 2007 . “ Elementary learning styles assessment (ELSA) ” . Retrieved from http://www.learningstyles.net/our-assessments.
   Google Scholar
• Favre , L. 2007a . “ Impact of learning-style strategies on urban, poverty, minority students: Debunking the big city kid myth ” . In Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? , Edited by: Dunn , R. and Griggs , S. A. 81 – 86 . Jamaica , NY : St. John's University's Center for the Study of Learning and Teaching Styles .
   Google Scholar
• Favre , L. 2007b . Analysis of the transition of a low socioeconomic status African-American New Orleans elementary school into a demonstration learning-style school of excellence . Journal of Urban Education , 4 ( 1 ) : 79 – 90 .
   Google Scholar
• Fine , D. 2003 . A sense of learning style . Principal Leadership , 4 ( 2 ) : 55 – 59 .
   Google Scholar
• Heritage , M. and Chen , E. 2005 . Why data skills matter in school improvement . Phi Delta Kappan , 86 ( 9 ) : 707 – 710 .
   Web of Science ®Google Scholar
• Given , B. K. 2002 . Teaching to the brain's natural learning systems , Alexandria , VA : ASCD .
   Google Scholar
• Kavale , K. A. and Forness , S. R. 1987 . Substance over style: Assessing the efficacy of modality testing and teaching . Exceptional Children , 54 ( 3 ) : 228 – 239 .
   Web of Science ®Google Scholar
• Kavale , K. A. , Hirshoren , A. and Forness , S. R. 1998 . Meta-analytic validation of the Dunn and Dunn model of learning-style preferences: A critique of what was Dunn . Learning Disabilities Research & Practice , 13 ( 2 ) : 75 – 80 .
   Google Scholar
• Kavale , K. A. and LeFever , G. B. 2007 . Dunn and Dunn model of learning-style preferences: Critique of Lovelace meta-analysis . The Journal of Educational Research , 101 ( 2 ) : 94 – 97 .
   Web of Science ®Google Scholar
• Kutay , H. 2008 . Learning styles and culture , Saarbrücken , , Germany : VDM Verlag .
   Google Scholar
• Lister , D. 2005 . Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning-support sixth grade students' social studies achievement and attitude-test scores . Research for Educational Reform , 10 ( 2 ) : 24 – 40 .
   Google Scholar
• Lovelace , M. K. 2005 . A meta-analysis of experimental research based on the Dunn and Dunn learning-style model, 1980–2000 . Journal of Educational Research , 98 ( 3 ) : 176 – 183 .
   Web of Science ®Google Scholar
• McGill-Franzen , A. and Allington , R. 2006 . Contamination of current accountability systems . Phi Delta Kappan , 87 ( 10 ) : 762 – 766 .
   Web of Science ®Google Scholar
• Missere , N. and Dunn , R. 2007 . “ Learning in vogue: Elements of style (LIVES) ” . Retrieved from http://www.learningstyles.net/our-assessments.
   Google Scholar
• Orden , M. V. 2004 . Perceptual strengths and hemispheric preferences of SMU's education students and faculty, school year 2003–2004: A correlational study . Saint Mary's University Research Journal , 6 : 1 – 54 .
   Google Scholar
• Pashler , H. , McDaniel , M. , Rohrer , D. and Bjork , R. 2008 . Learning styles: Concepts and evidence . Psychological Science in the Public Interest , 9 ( 3 ) : 105 – 119 .
   PubMedGoogle Scholar
• Rundle , S. and Dunn , R. 1996–2007 . “ Building excellence survey ” . Retrieved from http://www.learningstyles.net/our-assessments.
   Google Scholar
• Slavin , R. E. 2008 . Perspectives on evidence-based research in education—what works? Issues in synthesizing educational program evaluations . Educational Researcher , 37 ( 1 ) : 5 – 14 .
   Web of Science ®Google Scholar
• Stahl , S. A. 2004 . “ Different strokes for different folks? A critique of learning styles ” . In Taking sides: Clashing on controversial issues in educational psychology (3rd ed.) , Edited by: Abbeduto , L. 98 – 107 . Gilford , CT : McGraw-Hill .
   Google Scholar
• Thies , A. P. 1999–2000 . The neuropsychology of learning styles . National Forum of Applied Educational Research Journal , 13 ( 1 ) : 50 – 62 .
   Google Scholar
• Willingham , D. T. 2005 . Do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction? . American Educator , 29 ( 2 ) : 31 – 35 .
   Google Scholar
• Wood , M. 2002 . Effects of individualized educational plans independent of, and supplemented by, learning style profiles on the mathematics achievement and attitudes of special education students in grades three, four, five, and six . Dissertation Abstracts International , 63 ( 04 ) : 1304A
   Google Scholar