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The purpose of this study was to investigate whether significant group, gender, and grade differences existed in the learning style preferences of students with learning disabilities and students who are gifted, using the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1987). Subjects consisted of 53 students with learning disabilities and 64 gifted students randomly selected from two large public high schools. They were 10th-, 11th-, and 12th-grade students, aged 15 to 17. A three-way analysis of variance on the LSI raw scores revealed significant group differences in preferences for light, design, and kinesthetic modality, and in motivation, persistence, responsibility, parent motivation, and teacher motivation. Significant gender and grade differences were found in preferences for mobility and learning in the afternoon, respectively. A stepwise discriminant analysis revealed six variables that significantly discriminated between the two groups. Findings imply that incorporating the learning styles of students with learning disabilities and students who are gifted is important for individualizing educational programming.

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The purpose of this study was to compare the learning style preferences among gifted African-American, MexicanAmerican, and American-born Chinese middle grade students, considering gender and grade levels. The subjects were randomly selected from seven Chicago public schools, and group-administered the Learning Style Inventory. A three-way analysis of variance revealed significant ethnic, gender and grade differences among gifted AfricanAmerican, Mexican-American and American-born Chinese students on several learning styles preferences. All three gifted groups were characterized by motivation, responsibility, and preferences for studying in the afternoon and bright light. A majority of the three groups also did not prefer noise, temperature (warm environment), auditory modality, structure, and authority figures. Findings of the study support and extend past research regarding the learning styles of gifted students. They render support for the provision of differentiated curricula for gifted minority students.