Modality Preference and Teaching Method: a Review of the Research

Abstract

A rather common observation in educational circles today, especially in the area of learning disabilities, is that the teacher should try to teach children according to their &dquo;learning style&dquo; or &dquo;preferred modalities&dquo; or &dquo;strength,&dquo; however defined. Teacher-education courses, workshops, textbooks, and inservice training programs consistently bring up the widely accepted idea that most people seem to have some preferred ways of learning (i.e., ways of receiving or integrating information) which serve them more efficiently than other ways. For example, some individuals are said to be &dquo;auditory&dquo; learners, others &dquo;visual,&dquo; some are &dquo;ac-tive,&dquo; and still others presumably are &dquo;passive.&dquo; We have all known people who have said, &dquo;Don’t tell me, show me,&dquo; indicat-ing a preference for accepting information through a visual channel. Growth in the field of learning disabilities has done much to emphasize the necessity of teaching to perceptual learning strengths. Most authorities in this field agree that clinical (reme-dial) teaching should be along the lines of a child’s stronger modalities while at the same time helping the child to improve

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