Dyslexia and learning style: a note of caution

This article focuses upon a study grounded in the fields of dyslexia and learning style. It takes the practitioner research into practice as its theoretical framework and is innovative in providing advice to teachers in the design, implementation and discussion of dyslexia and learning style research projects in the classroom, based upon the author's research experience. It is significant in its impact upon Master's programmes for professional practitioners, and is rigorous in its analysis of case study material from the author's own experience. It argues for particular rigour when conducting small scale projects at Masters level. The article was subject to independent, academic peer review.