Background/purpose: This study examines whether Universal Design for Learning (UDL), based on the VARK model, can aid struggling students in mathematics in developing their statistical thinking skills. Additionally, the proposed study examines the relationship between learning preferences and the effect of these preferences on performance.…

There is much more to a learning disabled (LD) child's successful learning than part-to-whole or whole-to-part instruction. Among the many factors to be considered are his/her learning style, interests, abilities, aptitudes, health, and parental support. Instructional programs for learning disabled children should be based on the students'…

The computer's role in matching instructional content and method to the learning disabled student's individual cognitive style is examined for the four phases of instructional delivery: assessment, prescription, evaluation, and instruction. (DB)

Academic effects of confluent education strategies (instructional modes integrating cognitive and affective concerns) on learning-disabled high school students (N=120) included significant gains in word recognition, reading comprehension, mathematical computation, and problem solving. Behavioral changes included decreased hurtful actions and…

This rejoinder to Carbo (EC 602 673) reiterates the author's premise in EC 602 672 that the learning style approach to teaching reading is similar to discredited process approaches. Carbo's documentation is criticized as being unscientific because of being based on testimonials, opinion, unpublished research, and unproven cause and effect.…

The application of learning styles to the teaching of reading to students with reading disabilities is critiqued in light of four factors: (1) inability to adequately assess learning styles; (2) failure to acknowledge the necessity of phonics instruction for beginning readers; (3) failure to consider the nature of reading disabilities; and (4)…

This research review examines the effects of instructional variables on the learning of handicapped and nonhandicapped individuals. The research review begins with an historical look at learning disabilities research. An overall analysis of the differential effects of instructional variables on learning-disabled and nonhandicapped individuals…

This response to Vicki Snider (EC 602 672) claims that teaching reading through students' learning style strengths has resulted in accelerated learning and significant gains in student motivation, reading fluency, and comprehension. The commentary discusses the research base on phonics instruction, learning styles, and The Reading Style Inventory.…

Presents a historical summary of Russian pedagogical thought concerning cognitive style and different learning strategies. As early as 1832 Russian educators were questioning the rigid standardized teaching strategies applied to all students. Identifies leading theorists in this movement and briefly discusses their contributions. (MJP)

Recounts the case of a learning disabled sixth grader mainstreamed into a social studies class. Describes a variety of instructional strategies and activities that capitalize on the student's strengths to facilitate learning. These include critical thinking maps, semantic maps, simulations, and kinesthetic learning. (MJP)

This annual report summarizes the eight final reports of classroom research projects funded in May, 1990, by the Colorado Council for Learning Disabilities. Information on each project includes: title, researchers, school and location, statement of the problem, objective, population, assessment, procedure, evaluation, implications, and references.…