Learning styles in the age of differentiated instruction

Exceptionality

Volumn 18, Issue 1, 2010, Pages 6-17

  Landrum, Timothy J ^a   McDuffie, Kimberly A ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78650091502     PISSN: 09362835     EISSN: 15327035     Source Type: Journal    
DOI: 10.1080/09362830903462441     Document Type: Article

References (44)

1. Anderson, K. M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51, 49-54.
2. Annotated Bibliography of Research (1992, 1995). New York: St. John's University for the Study of Learning and Teaching Styles.
3. Canfield, A. A., & Lafferty, J. C. (1970). Learning Styles Inventory. Detroit, MI: Humanics Media.
4. Çarbo, M. (1983). Research in reading and learning style: Implications for exceptional children. Exceptional Children, 49, 486-494.
5. Çarbo, M. (1988). Debunking the great phonics myth. Phi Delta Kappa, 70, 226-240.
6. Çarbo, M. (2005). What principals need to know about reading instruction. Principal, 85 (September/October), 46-49.
7. Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75, 365-383.
8. Dunn, R. (1983). Learning style and its relation to exceptionality at both ends of the spectrum. Exceptional Children, 49, 496-506.
9. Dunn, R. (1990). Bias over substance: A critical analysis of Kavale and Forness' report on modality-based instruction. Exceptional Children, 56, 352-356.
10. Dunn, R. S., Beaudry, J. S., & Klavas, A. (1989). Survey of research in learning styles. Educational Leadership, 46(8), 50-58.
11. Dunn, R. S., & Dunn, K. J. (1979). Learning styles/teaching styles: Should they... can they... be matched? Educational Leadership, 36, 238-244.
12. Dunn, R. S., & Dunn, K. J. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades 7-12. Boston: Allyn & Bacon.
13. Dunn, R. S., & Dunn, K. J. (1999). The complete guide to the learning styles in-service system. Boston: Allyn & Bacon.
14. Dunn, R., Griggs, S. A., Olson, J., Beasley, M., & Gorman, B. S. (1995). A meta-analytic validation of the Dunn and Dunn model of learning-style preferences. The Journal of Educational Research, 88, 353-362.
15. Gregorc, A. F. (1979). Learning/teaching styles: Their nature and effects. In J. W. Keefe (Ed.), Student learning styles: Diagnosing and prescribing programs (pp. 19-26). Reston, VA: National Association of Secondary School Principals.
16. Haager, D., & Klingner, J. K. (2005). Differentiating instruction in inclusive classroom: The special educator's guide. Boston, MA: Pearson Education.
17. Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M., & Martinez, E. (2005). Introduction to learning disabilities (3rd ed.). Boston: Allyn & Bacon.
18. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional learners: An introduction to special education (11th ed.). Boston, MA: Pearson Education.
19. Kauffman, J. M., Bantz, J., & McCullough, J. (2002). Separate and better: A special public school class for students with emotional and behavioral disorders. Exceptionality, 10, 149-170.
20. Kauffman, J. M., & Landrum, T. J. (2006). Children and youth with emotional and behavioral disorders: A history of their education. Austin, TX: ProEd, Inc.
21. Kauffman, J. M., Mock, D. R., Tankersley, M., & Landrum, T. J. (2008). Effective service delivery models. In R. J. Morris & N. Mather (Eds.), Evidence-based interventions for students with learning and behavioral challenges (pp. 359-378). Mahwah, NJ: Lawrence Erlbaum Associates.
22. Kavale, K. A. (2007). Quantitative research synthesis: Meta-analysis of research on meeting special educational needs. In L. Florian (ED.), The Sage handbook of special education. London: Sage.
23. Kavale, K. A., & Forness, S. R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228-239.
24. Kavale, K. A., & Forness, S. R. (1990). Substance over style: A rejoinder to Dunn's animadversions. Exceptional Children, 56, 357-361.
25. Kavale, K. A., Hirshoren, A., & 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 and Practice, 13, 75-80.
26. Kavale, K. A., & LeFever, G. B. (2007). Dunn and Dunn model of learning-style preferences: Critique of Lovelace meta-analysis. The Journal of Educational Research, 101, 94-97.
27. Kolb, D. A. (1981). Disciplinary inquiry norms and student learning styles: Diverse pathways for growth. In A. Pickering (Ed.), The modern American college. New York: Jossey-Bass.
28. Lloyd, J. W., & Hallahan, D. P. (2007). Advocacy and reform of special education. In J. B. Crockett, M. M. Gerber, & T. J. Landrum (Eds.), Achieving the radical reform of special education: Essays in honor of James M. Kauffman (pp. 245-263). Mahwah, NJ: Lawrence Erlbaum Associates.
29. Lovelace, M. K. (2005). Meta-analysis of experimental research based on the Dunn and Dunn model. The Journal of Educational Research, 98, 176-183.
30. Murawski, W. W., & Hughes, C. (2009). Response to intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53, 267-277.
31. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports to the subgroups (NIH Publication No. 00-4754). Washington, DC: U. S. Department of Health and Human Services.
32. Odom, S., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., & Harris, K. (2005, Winter). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-148. (Pubitemid 40273031)
33. Regan, K. (2009). Improving the way we think about students with emotional and/or behavioral disorders. Teaching Exceptional Children, 41(5), 60-65.
34. Reading Mastery Plus. (2002). Columbus, OH: SRA/McGraw Hill.
35. Research on the Dunn and Dunn Model (1992, 1995) New York: St. John's University's Center for the Study of Learning and Teaching Styles.
36. Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACG: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.
37. Snow, C., Burns, M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
38. Stahl, S. A. (1999). Different strokes for different folks? American Educator, Fall 1999, 1-5.
39. Stradling, B., & Saunders, L. (1993). Differentiation in practice: Responding to the needs of all pupils. Educational Research, 35, 127-137.
40. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Upper Saddle River, NJ: Pearson Education, Inc.
41. Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
42. Tomlinson, C. A. (2009) Learning profiles and achievement. School Administrator, 66(2), 28-34.
43. Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K. Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal of the Education of the Gifted, 27, 119-145.
44. Willingham, D. T. (2004). Reframing the mind: Howard Gardner became a hero among educators simply by redefining talents as "intelligences." Education Next, Summer, 19-24.