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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.

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Over the past decade, increasing numbers of educators have used diagnostic/prescriptive instruction as a remedial system when working with problem learners. A basic philosophical controversy exists regarding two fundamentally different models — task analysis and ability training — which popularly serve to undergird diagnostic/prescriptive instruction. These different models reflect the debate and discussion that has evolved in one of the most rapidly expanding, controversial areas in special education. Research efforts have not conclusively demonstrated the efficacy of either model. Thus, instructional programs designed to improve academic skill development should be viewed cautiously and monitored carefully.