DYSLEXIA AND LEARNING STYLE

In this article, Tilly Mortimore, author of a recent book on dyslexia and learning style, and lecturer in inclusion at the University of Southampton, argues for caution. She suggests that practitioners need to look more closely into recent research into learning style and dyslexia before committing themselves to dramatic shifts in their ways of working. She presents here a review of the research context for learning styles and some reflections on Exley's selection of a research focus. While welcoming practitioner research, Tilly Mortimore suggests ways in which the theoretical, methodological and practical aspects of small-scale enquiries could be strengthened in order to increase their impact upon policy and practice.