Identifying student learning styles: proceed with caution!

style analysis have become major concerns in most sectors of education over the past fifteen years in response to problems of differential student approaches to learning.' In foreign languages, for example, many individualized curricula based upon some notion of students' aptitude or specialized interests have come to employ learning-activity packets, programmed materials, and computer-assisted instruction which, in turn, have fostered courses based upon variable content or rate of learning.2 But the relationship between individualized instruction and student achievement is much more