The article reviews issues related to the cognitive styles, processing modes, and learning strengths and weaknesses that should be considered when selecting augmentative and alternative communication techniques for persons with autism. Stressed is the need to change communication techniques to accommodate the expanding needs and capabilities of…

Children who are bright and hard-working, yet find school a struggle, or children who can discuss things they have learned but whose written work is of surprisingly poor quality, might have learning differences that are hindering them from reaching their full potential. Some children are visual learners, others are auditory learners, and others…

The brain's architecture serves as the basic model for theorizing about how the brain works. Current brain research confirms earlier suspicions that thoughtfulness has a great deal more complexity than the simplistic left/right distinctions of earlier research. This paper draws on the work of Carl Jung to propose the brain-psyche model as an…

Difficulties facing learning disabled (LD) students in problem solving are reviewed and an approach is proposed to help them make better use of the learning strategies available to them. A cognitive learning style approach to LD students is introduced, followed by an analysis of problem solving and the stages of information processing (attention,…

This paper presents a cognitive style termed "dysfluency-fluency," illustrates the style with two case studies, and contrasts the dysfluent cognitive style with specific reading disability. Assessment procedures are outlined, and a rationale for considering dysfluency-fluency as a style distinguished from reflectivity-impulsivity is…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies…

Learning style is the foundation of successful teaching and teaching for thinking. The recent conceptualization of the brain as a complex system for processing and storing information can be meaningful to educators. Too many schools, however, rely on a rather mechanistic approach to learning. Future school administrators must be taught to…

This book uses an analogy of "The Wizard of Oz" to offer information about cognitive research, sharing simple tactics for implementing these ideas in the classroom. The book discusses expert findings about brain growth, structure, and functions to help teachers and administrators foster a love of learning in all students. Key features…

The National Association of Secondary School Principals (NASSP) published a new learning style instrument in 1986--the NASSP Learning Style Profile (LSP). The LSP yields independent scores on 24 discrete elements of learning style. Its purpose is to provide educators with a well-validated and easy to use instrument for diagnosing cognitive styles,…

This article discusses the strengths of gifted visual-spatial learners and their struggles with simple concepts. Strategies for teaching visual-spatial learners are provided including general strategies, strategies for making material more meaningful, ways to help such students during lectures, foreign language strategies, math strategies, and…

This consideration of learning style and the minority student analyzes and synthesizes the research that reveals the similarities and differences among the learning styles of culturally diverse populations and describes how to teach and counsel adolescents with different learning styles. Research suggests that students whose instruction is not…

A literature review was conducted to identify factors in recent brain research related to the needs of elementary school students and to provide a comprehensive list of strategies from which teachers may choose to improve the "brain compatibility" of their classrooms. Annotations of 65 articles are provided. Articles are arranged…

This book offers a comprehensive look at the world of adults with dyslexia based on their personal experiences and perspectives. Aimed at teachers, employers, career advisers, counselors, and others who work with, support, or live with dyslexic adults, the book uses case studies and adult "voices" to illuminate issues affecting adults with…

The five chapters of this book discuss children's development and learning. Chapter 1, by Barbara Z. Presseisen, raises fundamental questions about schooling and learning. Chapter 2, by Robert J. Sternberg, presents a theory of intellectual styles and discusses its relevance for education. The theory concerns the ways in which people use their…

Seven potentially useful maxims from the field of human information processing are proposed that may help institutional researchers prepare and present information for higher education decision-makers. The maxims, which are based on research and theory about how people cognitively process information, are as follows: (1) more may not be better;…