The authors critiqued the M. K. Lovelace (2005) meta-analysis of the Dunn and Dunn Model of Learning-Style Preferences (DDMLSP). The conclusion that Lovelace reported in her meta-analysis that learning-style instruction is a beneficial form of instructional delivery is unjustified because of critical conceptual and practical problems. Those…

Use of meta-analysis to determine the important manipulable influences on school learning is illustrated. The methodology of meta-analysis discussed in relation to primary research methods include: (1) problem formulation; (2) sample selection; (3) data analysis; (4) data interpretation; and (5) data reporting. (SLD)

Explores the nature of meta-analysis by placing it in the context of research synthesis. Methods of meta-analysis are described and compared with other forms of research integration, and findings for several meta-analyses are provided to show advantages of quantitative review methods. (SLD)

The nature of effective instruction for students with specific learning disability is explored. Process training has long been a prominent intervention but is shown to possess limited efficacy. Better outcomes are attained when effective general education instructional techniques are adapted for the purposes of special education. Related services…

A literature search identified 39 studies assessing modality preferences and modality teaching. The studies, involving 3,087 disabled and nondisabled elementary/secondary level subjects, were quantitatively synthesized. Subjects receiving differential instruction based on modality preferences exhibited only modest gains. (Author/JDD)