If students were taught according to the results of learning style evaluations, students would be more likely to learn and educational malpractice suits would be dismissed. (Author/IRT)

Studies show that students are capable of correctly identifying their own learning styles. (JM)

The purposes of this article are to discuss several approaches to reading instruction and to explore how students' learning-style preferences impact upon their achievement. The authors recommend learning-styles specific interventions to guide all students in their journey to literacy. (Contains 3 tables and 1 figure.)

Using a question-and-answer format, this article presents information to help schools become more familiar with the concept of learning styles. Students appear to be able to identify their preferences and absorb more in environments that complement their strengths. (DF)

Research supports the belief that most students can learn, but each child concentrates, processes, absorbs, and remembers new and difficult information in a different way. Teaching failing students in ways that complement their learning styles increases their standardized test scores in several academic areas. Instructional practices useful with…

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,…

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…

Reports the results of a study which investigated the relationship between learning style characteristics and left/right hemispheric preference of high school biology students (N=353). Concludes that a statistical significance exists indicating that different settings and instructional approaches are necessary to better promote learning. (DC)