by a preference for kinesthetic input. Similarly, Kirby (1988) speaks of a visual learning style and a verbal learning style.
Because there are different conceptualizations of learning style a variety of diverse instruments for measuring learning style have been developed (Blagg, 1985). It seems reasonable to suggest that the most effective instruction and curriculum efforts will be based on those conceptualizations that most accurately distinguish between students' different learning styles. Therefore, there is a need for research comparing these differing conceptualizations; and this type of research has been accomplished. One such study was conducted by Atchison and Brown (1988)who examined for associations between different measures of learning style and sixth-grade students' levels of reading achievement.
Of particular interest to the authors were the implications for curricular and instructional efforts associated with each type of measure of learning style. Based on their findings, Atchison and Brown concluded that:
(1) the Gregorc Style Delineator and the Renzulli-Smith Learning Style Inventory would not be useful in making (curricular] decisions; (2) the Hunt Paragraph Completion Method and the Carbo Reading Style Inventory would be useful; (3) the Hunt Paragraph Completion Method would be useful in identifying learning style preferences for students . . . who prefer much or little structure in their learning environments; and (4) the Carbo Reading Style Inventory would be useful . . . for students who prefer kinesthetic or auditory learning s
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