Learning Style Reference Materials

Alberg, J., Cook, L., Fiore, T., Friend, M., Sano, S., et. al., (l992). Educational approaches and options for integrating students with disabilities: A decision tool. Triangle Park, NC: Research Triangle Institute, Post Office Box 12194, Research Triangle Park, NC 27709.

Andrews, R.H. (l990, July-September). The development of a learning styles program in a low socioeconomic, underachieving North Carolina elementary school. Journal of Reading, Writing, and Learning Disabilities International. NY: Hemisphere Publishing Corporation, 6(3), 307-314.

Andrews, R.H. (l991). Insights into education: An elementary principal’s perspective. Hands on approaches to learning styles: Practical approaches to successful schooling. New Wilmington, PA: The Association for the Advancement of International Education, 50-52.

Atkinson, S.L. (l988). A longitudinal study: The effect of similar and non-similar student/teacher learning styles on academic achievement in fourth- and fifth-grade mathematics. (Doctoral dissertation, Temple University). Dissertation Abstracts International, 49(09) A, 2569.

Avise, M.J. (l982). The relationship between learning styles and grades of Dexfield junior and senior high school students in Redfield, Iowa. (Doctoral dissertation, Drake University). Dissertation Abstracts International, 43(09A), 2953.

Ball, A.L. (1982). The secrets of learning styles - your child’s and your own. Redbook, 160, 1 (November) 73-76.

Ballinger, R.J., & Ballinger, V. (1982). Steps in managing the diagnostic prescriptive process. Student Learning Styles and Brain Behavior. Reston, VA: National Association of Secondary School Principals, 33-37.

Bauer, E. (1987). Learning style and the learning disabled: Experimentation with ninth graders. The Clearing House, 605, 208.

Bauer, E. (l991). The relationships between and among learning styles perceptual preferences, instructional strategies, mathematics achievement, and attitude toward mathematics of learning disabled and emotionally handicapped students in a suburban junior high school. (Doctoral dissertation, St. John’s University). Dissertation Abstracts International,53(06) 1378.

Baugh, I.W. (l994). Hypermedia as a performance based assessment tool. The Computing Teacher, 21(6), 14-17. International Society for Technology Education, Eugene, Oregon.

Beatty, S.A. (1986). The effect of inservice training on the ability of teachers to observe learning styles of students. (Doctoral dissertation, Oregon State University). Dissertation Abstracts International 47, 1998A.

Billings, D., & Cobb, K. (l992). Effects of learning style preference, attitude, and GPA on learner achievement using computer-assisted-interactive videodisc instruction. Journal of Computer-Based Instruction, 19(1), 12-16.

Botroff, S.M. (l993). The impact of group versus individualized classroom activities on the levels of achievement of students in a tenth-grade religious course (group activities, individualized activities, and learning style). (Doctoral dissertation, La Sierra University). Dissertation Abstracts International.

Braio, A. (l995). Effects of incrementally introducing learning style strategies on special education and low-achieving general education intermediate students’ structural analysis and attitude test scores. (Doctoral dissertation, St. John’s University).

Braio, A., Dunn, R., Beasley, M.T., Quinn, P., & Buchanan, K. (in-press). Effects of Incremental Implementation of Learning-Styles Strategies on Urban Low-Achievers’ Structural Analysis and Attitude Test Scores. Journal of Educational Research.

Brennan, P.K. (1984). An analysis of the relationships among hemispheric preference and analytic/global cognitive style, two elements of learning style, method of instruction, gender, and mathematics achievement of tenth-grade geometry students. (Doctoral dissertation, St. John’s University). Dissertation Abstracts International, 45, 3271A.

Brodhead, M.R., & Price, G.E. (1993). The learning styles of artistically-talented adolescents in Canada. In R.M. Milgram, R. Dunn, & G. E. Price (Eds.). Teaching and Counseling Gifted and Talented Adolescents: An International Learning Style Perspective. New York: Praeger, Chapter Twelve, pp. 186-195.

Brown, M.D. (l991). The relationship between traditional instructional methods, Contract Activity Packages, and mathematics achievement of fourth-grade gifted students. (Doctoral dissertation, The University of Southern Mississippi, l991). Dissertation Abstracts International, A, The Humanities and Social Sciences, 52(6), 1999A-2000A.

Brunner, C.E., & Majewski, W.S. (l990, October). Mildly handicapped students can succeed with learning styles. Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development, 48(02), 21-23.

Brunner, R., & Hill, D. (April/l992). Using learning styles research in coaching. Journal of Physical Education, Recreation, and Dance, 63(4), 26-61.

Bruno, J. (1988). An experimental investigation of the relationships between and among hemispheric processing, learning style preferences, instructional strategies, academic achievement, and attitudes of developmental mathematics students in an urban technical college. (Doctoral dissertation, St. John’s University, New York).

Buell, B.G., & Buell, N.A. (1987). Perceptual modality preference as a variable in the effectiveness of continuing education for professionals. (Doctoral dissertation, University of Southern California). Dissertation Abstracts International, 48,(02), 283A.

Buhler, J. (l990). A study of the relationship between selected learning styles and achievement of kindergarten language arts’ objectives in a local school district. (Doctoral dissertation, University of North Texas). Dissertation Abstracts International, 51(09) A, 2978.

Burkman, T.A. (l994). An analysis of the relationships among achievement, attitude, and the sociological element of individual learning style of students in an interactive television course. A dissertation submitted to the faculty at Western Michigan University, Kalamazo, Michigan.

Cafferty, E. (1980). An analysis of student performance based upon the degree of match between the educational cognitive style of the teacher and the educational cognitive style of the students, Ed.D. Dissertation, University of Nebraska. Dissertation Abstracts International, 41, 2908-07A.

Callan, R.J. (l995). Early-morning challenge: The potential effects of chronobiology on taking the Scholastic Aptitude Test. The Clearing House, 68(3), 174-176.

Callan, R.J. (l996, February). Learning styles in the high school: A novel approach. NASSP Bulletin, 80(577), 66-72.

Calvano, E. J. (1985). The influence of student learning styles on the mathematics achievement of middle school students. (Doctoral dissertation, East Texas State University). Dissertation Abstracts International, 46, 10A.

Campbell, D.Y., & Stanley, J.C. (1963). Experimental and quais-experimental designs for research. Chicago, IL: Rand-McNally.

Campbell, L.J. (1990) Using Individual Learning Style Inventories and Group Teaching Methods in a Sixth Grade Classroom. Practicum Report, Nova University.

Carns, A.W., & Carns, M.R. (l991, May). Teaching study skills, cognitive strategies, and metacognitive skills through self-diagnosed learning styles. The School Counselor, 38, 341-346.

Carbo, M. (1980). An analysis of the relationship between the modality preferences of kindergartners and selected reading treatments as they affect the learning of a basic sight-word vocabulary. (Doctoral dissertation, St. John’s University). Dissertation Abstracts International, 41, 1389A.

Carbo, M., Dunn, R., & Dunn, D. (1986). Teaching students to read through their individual learning styles. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Carruthers, S.A., & Young, L.A. (1979). Preference of condition concerning time in learning environments of rural versus inner-city eighth-grade students. Unpublished manuscript.

Cavanaugh, D. (1981). Student learning styles: A diagnostic/prescriptive approach to instruction. Kappan, November, 63, 3, 202-203.

Children’s embedded figures test (1971). Developed by H.A. Witkin, P.F. Oltman, E. Raskin and S.A. Karp. Palo Alto, CA: Consulting Psychologist Press, Inc.

Cholakis, M.M. (1986). An experimental investigation of the relationships between and among sociological preferences, vocabulary instruction and achievement, and the attitudes of New York, urban, seventh-and eighth-grade underachievers. (Doctoral dissertation, St. John’s University). Dissertation Abstracts International, 47, 4046A.

Clark-Thayer, S. (1987). The relationship of the knowledge of student-perceived learning style preferences and study habits and attitudes to achievement of college freshman in a small urban university. (Doctoral dissertation, Boston University). Dissertation Abstracts International, 48, 872A.

Clay, J.E. (1984). A correlational analysis of the learning characteristics of highly achieving and poorly achieving freshmen at A & M University as revealed through performance on standardized tests. Normal, AL: Alabama A & M University.

Cody, C. (1983). Learning Styles, including hemispheric dominance: A comparative study of average, gifted, and highly gifted students in grades 5 through 12. (Doctoral dissertation, Temple University). Dissertation Abstracts International, 44, 1631A.

Cohen, L. (1986). Birth order and learning styles: An examination of the relationships between birth order and middle school students’ preferred learning style profiles. (Doctoral dissertation, University of Minnesota’s Graduate Department of Educational Psychology). Dissertation Abstracts International, 47, 2084A.

Coleman, S.J. (l988). An investigation of the relationships among physical and emotional learning style preferences and perceptual modality strengths of gifted first-grade students. (Doctoral dissertation, Virginia Polytechnic Institute and State University). Dissertation Abstracts International, 50(04), 873A.

Cooper, T.J.D. (l991). An investigation of the learning styles of students at two contemporary alternative high schools in the District of Columbia. (Doctoral dissertation, The George Washington University, School of Education and Human Development). Dissertation Abstracts International, 52(06), 2002.

Cramp, D.C. (l990). A study of the effects on student achievement of fourth- and fifth-grade students’ instructional times being matched and mismatched with their particular time preference. (Doctoral dissertation, University of Mississippi). Dissertation Abstracts International, 52(02A), 407.

Crampton, N.A.S. (l990). Learning style (modality) preferences for students attending private residential alternative schools (at risk). (Doctoral dissertation, University of South Dakota). Dissertation Abstracts International, 52(02A), 407.

Crino, E.M. (1984). An analysis of the preferred learning styles of kindergarten children and the relationship of these preferred learning styles to curriculum planning for kindergarten children. (Doctoral dissertation, State University of NY at Buffalo). Dissertation Abstracts International, 45, 1282A.

Cupke, L.F. (1980). The effects of similarity of instructor preferred teaching style and student preferred learning style on student achievement in selected courses in a metropolitan community college. (Doctoral Dissertation, University of Missouri-Kansas City). Dissertation Abstracts International, 41, 988A.

Currence, J.A. (l991). High school dropouts as learners: A comparative analysis of schooling experiences and school behaviors, school climate perceptions, learning style preferences, and locus-of-control orientation of persisters and high school dropouts in a rural eastern shore county school system. (Doctoral dissertation, University of Maryland, College Park). Dissertation Abstracts International, A, The Humanities and Social Sciences, 52(7), 2388A.

Curry, E.R. (l994). Matching chemistry instructional methods with perceptual learning-style preferences of eleventh-grade women: Effects on attitude and achievement. (Doctoral dissertation, New York University, New York).

Curry, L. (1987). Integrating concepts of cognitive learning style: A Review with attention to psychometric standards. Ontario, Canada: Canadian College of Health Service Executives.

Davis, M.A. (l985). An investigation of the relationship of personality types and learning style preferences of high school students (Myers-Briggs Type Indicator). (Doctoral dissertation, George Peabody College for Teachers of Vanderbilt University). Dissertation Abstracts International, 46, 1606A.

Dean, W.L. (1982). A comparison of the learning styles of educable mentally retarded students and learning disabled students. (Doctoral dissertation, The University of Mississippi). Dissertation Abstracts International, 43, 1923A.

DeBello, T. (1985). A critical analysis of the achievement and attitude effects of administrative assignments to social studies writing instruction based on identified, eighth-grade students’ learning style preferences for learning alone, with peers, or with teachers. (Doctoral dissertation, St. John’s University). Dissertation Abstracts International, 47, 68A.

DeBello, T. (l990, July-September). Comparison of eleven major learning styles models: Variables, appropriate populations, validity of instrumentation, and the research behind them. Journal of Reading, Writing, and Learning Disabilities International, NY:Hemisphere Publishing Corporation, 6(3), 203-222.

DeGregoris, C.N. (1986). Reading comprehension and the interaction of individual sound preferences and varied auditory distractions. (Doctoral dissertation, Hofstra University). Dissertation Abstracts International, 47, 3380A.

Della Valle, J. (1984). An experimental investigation of the word recognition scores of seventh-grade students to provide supervisory and administrative guidelines for the organization of effective instructional environments. (Doctoral dissertation, St. John’s University). Dissertation Abstracts International, 45, 359A.

Della Valle, J. (l990, July-September). The development of a learning styles program in an affluent, suburban New York elementary school. NY: Journal of Reading, Writing, and Learning Styles International: Hemisphere Publishing Corporation, 6(3), 315-322.

DiSebastian, James. (l994). Learning in style in Teguciagalpa, Honduras. International Education. New Wilmington, PA: The Association for the Advancement of International Education, 21(71), 11, 16.

Drew, M.W. (l991). An investigation of the effects of matching and mismatching minority underachievers with culturally similar and dissimilar story content and learning style and traditional instructional strategies. (Doctoral dissertation, St. John’s University).

Drew, M., Dunn, R., Quinn, P., Sinatra, R., & Spiridakis, J. (1994). Effects of matching and mismatching minority underachievers with culturally similar and dissimilar story content and learning style and traditional instructional practices. Applied Educational Research Journal, 8(2), 3-10.

Dunn, K. (1981). Madison Prep: Alternative to teen-age disaster, Educational Leadership, Alexandria, VA: Association for Supervision and Curriculum Development 38, 5 (February) 386-387.

Dunn, R. (1981). A learning styles primer, Principal, Arlington, VA: National Association of Elementary School Principals, 60, 5 (May) 31-34.

Dunn, R. (1982). Teaching students through their individual learning styles: A research report. Student Learning Styles and Brain Behavior. Reston, VA: National Association of Secondary School Principals, 142-151.

Dunn, R. (1982). You’ve got style: Now’s the time to find out what it is. Early Years, Darien, CT: Allen Raymond, Inc., 13, 2 (October) 27-28, 70.

Dunn, R. (1983). Now that you know your learning style - how can you make the most of it? Early Years, Darien, CT: Allen Raymond, Inc., 13, 5 (January) 25-31, 58-59.

Dunn, R. (1983). Now that you know your learning style - how can you make the most of it? Early Years, Darien, CT: Allen Raymond, Inc., 13, 6 (February) 49-54.

Dunn, R. (1983). What are you willing to do to teach your students through their learning styles? Early Years, Darien, CT: Allen Raymond, Inc., 13 (March) 6.

Dunn, R. (1983). Learning style and its relationship to exceptionality at both ends of the continuum. Exceptional Children. Reston, VA: The Council for Exceptional Children, 49, 6 (April) 496-506.

Dunn, R. (1984). How should students do their homework? Research vs. opinion. Early Years, 14(4), 43-45.

Dunn, R. (1984). Learning style: State of the science. Theory Into Practice, XXIII, 1, Winter, 10-19.

Dunn, R. (1984). Teacher-made materials. Instructional Leadership Handbook. Reston, VA: National Association of Secondary School Principals, 28-29.

Dunn, R. (1985). A research-based plan for doing homework. The Education Digest, 9, 40-42.

Dunn, R. (1985, September). It’s time to handle instructional time correctly. Early Years, Darien, CT: Allen Raymond, Inc., 16(1), 47-49

Dunn, R. (1986, Winter). Learning styles: Link between individual differences and effective instruction. In Education for the Future: Toward Effectiveness and Beyond. NC: Association for Supervision and Curriculum Development 2(2), 3-33.

Dunn, R. (Spring, l987). Research on instructional environments: Implications for student achievement and attitudes. Professional School Psychology, 2(1), 43-52.

Dunn, R. (1988). Commentary: Teaching students through their perceptual strengths or preferences. Journal of Reading, 31(4), 304-309.

Dunn, R. (1989). Capitalizing on students’ perceptual strengths to ensure literacy while engaging in conventional lecture/discussion. Reading Psychology: An International Quarterly, 9(4), 431-453.

Dunn, R. (1989). Recent research on learning and seven applications to teaching young children to read. The Oregon Elementary Principal, 50(2), 39-32.

Dunn, R. (1989). Individualizing instruction for mainstreamed gifted children. In R.R. Milgram (Ed.), Teaching Gifted And Talented Learners In Regular Classrooms. Springfield, IL: Charles C. Thomas, Chapter 3, pp. 63-111.

Dunn, R. (l989, February). A small private school in Minnesota. Teaching K-8, Norwalk, CT: Early Years, Inc., 18(5), 54-57.

Dunn, R. (l989, May/June). Can schools overcome the impact to societal ills on student achievement? The research indicates—yes! The Principal. NY: Board of Jewish Eduction of Greater New York, XXXIV(5), 1-15.

Dunn, R. (l989, Summer). Do students from different cultures have different learning styles? International Education. New Wilmington, PA: The Association for the Advancement of International Education, 16(50), 40-42.

Dunn, R. (1989, Fall). Teaching gifted students through their learning style strengths. International Education. New Wilmington, PA: The Association for the Advancement of International Education, 16(51), 6-8.

Dunn, R. (1990, January). Bias over substance: A Critical analysis of Kavale and Forness’ report on modality-based instruction. Exceptional Children. VA: Council for Exceptional Children, 56(4), 354-356.

Dunn, R. (l990, Winter). Teaching underachievers through their learning style strengths. International Education. New Wilmington, PA: Association for the Advancement of International Education, 16(52), 5-7.

Dunn, R. (l990, Spring). When you really have to lecture, teach students through their perceptual strengths. International Education. New Wilmington, PA: The Association for the Advancement of International Education, 17(53), 1, 6-7.

Dunn, R. (l990, Summer). Teaching young children to read: Matching methods to learning style perceptual processing strengths, Part One. International Education. New Wilmington, PA: Association for the Advancement of International Education, 17(54), 2-3.

Dunn, R. (l990, July-September). Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription. Journal of Reading, Writing, and Learning Disabilities International. NY: Hemisphere Publishing Corporation, 6(3) 223-247.

Dunn, R. (1990, October). Rita Dunn answers questions on learning styles. Educational Leadership, Alexandria, VA: Association for Supervision and Curriculum development, 48(15), 15-19.

Dunn, R. (1990, Fall). Teaching young children to read: Matching methods to learning styles perceptual processing strengths, Part Two. International Education. New Wilmington, PA: Association for the Advancement of International Education, 17(55), 5-7.

Dunn, R. (l990, Winter). Teaching underachievers through their learning style strengths. International Education. New Wilmington, PA: Association for the Advancement of International Education, 16(52), 5-7.

Dunn, R. (l991, Winter). Are you willing to experiment with a tactual/visual/auditory global approach to reading?, Part 3. International Education. New Wilmington, PA: The Association for the Advancement of International Education, 18(56), 6-8.

Dunn R. (l991). Hands on approaches to learning styles: A practical guide for successful schooling. New Wilmington, PA: The Association for the Advancement of International Education, p. 63.

Dunn, R. (l991). Instructional leadership in education: Limited, diffused, sporadic, and lacking in research. CSA Leadership. NY: American Federation of School Administrators, 30-41.

Dunn, R. (l992, April-June). Strategies for teaching word recognition to the disabled readers. Reading and Writing Quarterly. NY: Hemisphere Publishing Corporation, 8(2), 157-177.

Dunn, R. (l992, Spring). Teaching the “I-was-paying-attention-but-I-didn’t-hear-you-say-it” learner. International Education. Association for the Advancement of International Education, 19(61), 1, 6.

Dunn, R. (l993, Winter-Spring). The learning styles of gifted adolescents in nine culturally-diverse nations. International Education. Wilmington, PA.: Association for the Advancement of International Education, 20(64), 4-6.

Dunn, R. (l993, March/April). Learning styles of multiculturally diverse students. Emergency Librarian. British Vancouver, CAN: Emergency Librarians’ Association, 20(4), 24-35.

Dunn, R. (l993, September). Teaching the… “I don’t like school and you can’t make me like it” learner. International Education. Wilmington, PA: Association for the Advancement of International Education, 20(65), 4-5.

Dunn R. (l993). Teaching gifted students through their learning style strengths. In R.M. Milgram, R. Dunn, & G.E. Price (Eds.). Teaching and Counseling Gifted and Talented Adolescents: An International Learning Style Perspective. CT: Praeger, Chapter Three, pp. 37-67.

Dunn, R. (l994). Chapter 13: The Dunn and Dunn learning styles model: Theory, research, and application. In Shaughnessy, M.F., (Ed.). Education in the 21st century. NM: Eastern New Mexico University, pp. 131-141.

Dunn, R. (l995). Strategies for educating diverse learners. Bloomington, IN: Phi Delta Kappa, p. 32.

Dunn, R. (l995). Teaching students to teach themselves. International Education. Wilmington, PA: Association for the Advancement of International Education, 23(75), 4-6, 14.

Dunn, R., (Ed.) (1996, Winter). Learning Styles Network Newsletter. New York: St. John’s University and the National Association of Secondary School Principals, 16(3), p. 8.

Dunn, R. (l996). How to implement and supervise a learning-style program. Alexandria, VA: Association for Supervision and Curriculum Development, p. 61.

Dunn, R., Bauer, E., Gemake, J., Gregory, J., Primavera, L., & Signer, B. (l994). Matching and mismatching junior high school learning disabled and emotionally handicapped students’ perceptual preferences on mathematics scores. Teacher Education Journal, 5(1), 3-13.

Dunn, R., Beasley, M., & Buchanan, K. (l994). What do you believe about how culturally-diverse students learn? Emergency Librarian. British Vancouver, Canada: Emergency Librarian’s Association, 22(1), 8-14.

Dunn, R., Beaudry, J.A., & Klavas, A. (1989). Survey of research on learning styles. Educational Leadership, 46(6), 50-58.

Dunn, R., Bruno, A., & Gardiner, B. (1984). Put a cap on your gifted program. Gifted Child Quarterly, St. Paul, Minnesota: National Association for Gifted Children, 28, 2 (Spring), 70-72.

Dunn, R., & Bruno, A. (1985). What does the research on learning styles have to do with Mario? The Clearing House, 59(1), 9-11.

Dunn, R., & Buchanan, K. (l996). Whose fault is it anyway? Middle School Teachers perceptions of why students fail. Michigan Principal. East Lansing, MI: Michigan Elementary and Middle School Principals’ Association, LXX11(1), 21-23.

Dunn,R., Carbo, M., & Burton, E. (1981). Breakthrough: How to improve early reading instruction, Kappan, Bloomington, IN: Phi Delta Kappa, 62, 9 (May) 675.

Dunn, R., Cavanaugh, D., Eberle, B., & Zenhausern, R. (1982). Hemispheric preference: The newest element of learning style, The American Biology Teacher, 44, 5 (May) 291-294.

Dunn, R., DeBello, T., Brennan, P., Krimsky, J., and Murrain, P. (1981). Learning style researchers define differences differently, Educational Leadership, Alexandria, VA: Association for Supervision and Curriculum Development 38, 5 (February) 372-375.

Dunn, R., De Bello, T., Evans, W.J., Jr., Kroon, D.K., & White, R.T. (1988, January). Ten steps to better middle schools. Teaching K-8. Westport, CT: Early Years, Inc. 31(4), 39-41.

Dunn, R., Della Valle, J., Dunn, K., Geisert, G., Sinatra, R., & Zenhausern, R. (1986). The effects of matching and mismatching students’ mobility preferences on recognition and memory tasks. Journal of Educational Research, 79(5), 267-272.

Dunn, R., & Dunn, K. (1972). Practical approaches to individualizing instruction: Contracts and other effective instructional strategies. Englewood Cliffs, NJ: Prentice Hall, Inc.

Dunn, R., & Dunn, K. (1974). Learning style as a criterion for placement in alternative programs. Kappan. Indiana: Phi Delta Kappa. December, 275-279.

Dunn, R., & Dunn, K. (1975). Educator’s self-teaching guide to individualizing instructional programs. West Nyack, NY: Parker Publishing Company, Inc.

Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles. Reston, VA: Reston Publishing Company, Inc.

Dunn, R., & Dunn, K. (1984). Ten ways to make the classroom a better place tolearn. Instructor. New York, Instructor Publications 4, XCIV (November/December) 84-88, 139.

Dunn, R., & Dunn, K. (1986). The look of learning styles. Early Years. Darien, CT: Allen Raymond, Inc. 16(7), 49-53.

Dunn, R., & Dunn, K. (1987, March). Dispelling outmoded beliefs about student learning. Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development 44(6), 55-62.

Dunn, R., & Dunn, K. (1988, October). Presenting forwards backwards. Teaching K-8. Norwalk, CT: Early Years, Inc. 19(2), 71-73.

Dunn, R., & Dunn, K. (l992). Teaching elementary students through their individual learning styles. Boston, MA: Allyn & Bacon.

Dunn, R., & Dunn, K. (l993). Teaching secondary students through their individual learning styles. Boston, MA: Allyn & Bacon.

Dunn, R., Dunn, K., & Freeley, M.E. (l984). Practical applications of the research: Responding to students’ learning styles-step one. Illinois State Research and Development Journal, 21(1),1-21.

Dunn, R., Dunn, K., & Perrin, J. (1994). Teaching young children through their individual learning styles. Boston, MA: Allyn & Bacon.

Dunn, R., Dunn, K., & Price, G.E. (1975, 1978, 1984, 1985, 1987, 1989, 1990, 1996). Learning Style Inventory, Lawrence, Kansas, Price Systems, Inc., Box 1818.

Dunn, R., Dunn, K., & Price, G.E. (1976). Learning is a matter of style. The Journal for School Administrators Association of New York State. (Fall) 11-12.

Dunn, R., Dunn, K. & Price, G.E. (1977). Diagnosing learning styles: A prescription for avoiding malpractice suits. Kappan. Indiana: Phi Delta Kappa (January) 418-420.

Dunn, R., Dunn, K., & Price, G.E. (1979, 1981, 1989). Productivity Environmental Preference Survey, Lawrence, Kansas, Price Systems, Inc., Box 1818.

Dunn, R., Dunn, K., & Price, G.E. (1985). Learning Style Inventory Manual, Lawrence, Kansas: Price Systems, Inc.

Dunn, R., Dunn, K., Primavera, L., Sinatra, R., & Virostko, J. (1987). A timely solution: A review of research on the effects of chronobiology on children’s achievement and behavior. The Clearing House, 61(1), 5-8.

Dunn, R., Dunn, K., & Treffinger, D. (l992). Bringing out the giftedness in every child: A guide for parents. (l992). NY: John Wiley & Sons.

Dunn, R., Gemake, J., Jalali, F., Zenhausern, R., Quinn, P. & Spiridakis, J. (1990, April). Cross-cultural differences in the learning styles of elementary-age students from four ethnic backgrounds. Journal of Multicultural Counseling and Development, 18(2), 68-93.

Dunn, R., Gemake, J., & Zenhausern, R. (1990, January). Cross-cultural differences in learning styles. Missouri Association for Supervision and Curriculum Development Journal, 1(2), 9-15.

Dunn, R., Giannitti, M.C., Murray, J.B., Geisert, G., Rossi, I., & Quinn, P. (1990,August). Grouping students for instruction: Effects of individual vs. group learning style on achievement and attitudes. Journal of Social Psychology. Washington, D.C.: 130(4), 485-494.

Dunn, R., & Griggs, S. (1987) Learning styles: Quiet revolution in American secondary schools. Reston, VA: National Association of Secondary School Principals.

Dunn, R., & Griggs, S. (1988). Learning styles: Quiet revolution in American secondary schools. Reston, VA: National Association of Secondary School Principals.

Dunn, R., & Griggs, S.A. (1988). High school dropouts: Do they learn differently from those students who remain in school? The Principal. NY: Board of Jewish Education of Greater New York XXXIV(1), 1-8.

Dunn, R., & Griggs, S.A. (1989, January). Key to improving schools an student achievement. Curriculum Report. Reston, VA: National Association of Secondary School Principals, 1-4.

Dunn, R., & Griggs, S.A. (1989, January). A quiet revolution in Hempstead. Teaching K-8. Norwalk, CT: Early Years, Inc. 19(4), 55-57.

Dunn, R., & Griggs, S.A. (1989, February). A small private school in Minnesota. Teaching K-8. Norwalk, CT: Early Years, Inc. 5(5), 54-57.

Dunn, R., & Griggs, S.A. (l989, April). A matter of style. Momentum. Washington, D.C.: National Catholic Education Association, XX(2), 66-70.

Dunn, R., & Griggs, S.A. (1989). Learning styles: Quiet revolution in American secondary schools. Momentum. Washington, D.C.: Heldref Publications, 63(1), 40-42.

Dunn, R., & Griggs, S.A. (1989). A quiet revolution: Learning styles and their application to secondary schools. Holistic Education. Greenfield, MA: Holistic Education Review, 2(4), 14-19.

Dunn, R., & Griggs, S.A. (1989, October). The learning styles of multicultural groups and counseling implications. Journal of Multicultural Counseling and Development. Alexandria, VA: American Association for Multicultural Counseling and Development, 7(4), 146-155.

Dunn, R., & Griggs, S.A. (1990). Research on the learning style characteristics of selected racial and ethnic groups. Journal of Reading, Writing, and Learning Disabilities. Washington, D.C.: Hemisphere Press Incorporated, 6(3). 261-280.

Dunn, R., & Griggs, S.A. (l995). Hispanic-Americans and learning styles. Emergency Librarian, 23(2), 11-16.

Dunn, R., & Griggs, S.A. (l995). Multiculturalism and learning style: Teaching and counseling adolescents. Westport, CT: Praeger Publishers, p. 260.

Dunn, R., Griggs, S.A., Olson, J., Gorman, B, & Beasley, M. (1995). A meta-analytic validation of the Dunn and Dunn learning styles model. Journal of Educational Research, 88(6), 353-361.

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