Effect of the Dunn & Dunn Learning Style Strategies on SPED Students

Manila Bulletin, September 8, 2010 | Go to article overview
Save to active project

Effect of the Dunn & Dunn Learning Style Strategies on SPED Students


EDUCATORS have been quick to classify students who require special attention with a variety of negative labels - Learning Disabled (LD), Emotionally Handicapped (EH), Emotionally Disturbed (ED), Educationally Disadvantaged (ED), Educable Mentally Retarded (EMR), and so forth.

Even positive nomenclatures, like Special Education (SPED) or Gifted Education (GE), have taken on a negative aura because children categorized as such differ in the amount of attention they require from teachers.

When examining why these youngsters require more attention, it becomes evident that they do not learn like their classmates do. The majority of SPED students are global processors with tactual and kinesthetic-perceptual strengths (Kyriacou & Dunn, 1994).

LEARNING STYLES OF SPED STUDENTS

Early correlational research examined the learning styles of LD students, compared them with those of EMR students and the gifted and found significant differences between those groups.

Later, researchers synthesized the differences between SPED and Regular Ed (REGED) students and contrasted the styles among various SPED classifications. In addition, there were also reported findings on the learning styles of reading-disabled youngsters.

However, even after extensive differences in learning style had been widely documented, it was reported that SPED teachers, who had not been taught to use learning-style approaches in the teacher education programs they attended, resisted using them.

Despite the negativism associated with children who learn differently from their same aged counterparts, practitioners have documented that many officially classified LD, EH, and SPED students significantly improved their achievement after they were taught with approaches and resources that complemented their learning styles.

For example, after only two years of learning-style-based instruction, SPED students in a certain school achieved statistically higher standardized achievement test scores than their counterparts who had not experienced learning-style-responsive teaching.

Some achieved as well as the regular high school students.

CONTRIBUTION

According to the research, the Dunn and Dunn Learning-Style Model contributed to statistically higher standardized achievement test scores for SPED students across the nation during the 20-year period (1970-1990) covered by its investigations.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Effect of the Dunn & Dunn Learning Style Strategies on SPED Students
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?