to identify an individual's learning style. In conducting the review, Frank Coffield and his colleagues selected 13 of the most influential models of the 71 models they identified, including most of the models described in this article. They examined the theoretical origins and terms of each model, and the instrument that purported to assess individuals against the learning styles defined by the model. They analyzed the claims made by the author(s), external studies of these claims, and independent empirical evidence of the relationship between the learning style identified by the instrument and students' actual learning. Coffield's team found that none of the most popular learning style theories had been adequately validated through independent research. This means that even if the underlying theories were sound, educators are frequently unable to correctly identify the theoretically correct learning style for any given student, so the theory would end up being misapplied in practice. Learning Style Inventory The Learning Style Inventory (LSI) is connected with David A. Kolb's model and is used to determine a student's learning style. Previous versions of the LSI have been criticized for problems with validity, reliability, and other issues. Version 4 of the Learning Style Inventory replaces the four learning styles of previous versions with nine new learning styles: initiating, experiencing, imagining, reflecting, analyzing, thinking, deciding, acting, and balancing. The LSI is intended to help employees or students "understand how their learning style impacts upon problem solving, teamwork, handling conflict, communication and career choice; develop more learning flexibility; find out why teams work well—or badly—together; strengthen their overall learning." A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Richard Felder and Linda Silverman. In Felder and Silverman's model, learning styles are a balance between pairs of extremes such as: Active/Reflective, Sensing/Intuitive, Verbal/Visual, and Sequential/Global. Students receive four scores describing these balances. Like the LSI mentioned above, this inventory provides overviews and synopses for teachers. NASSP Learning Style Profile The NASSP Learning Style Profile (LSP) is a second-generation instrument for the diagnosis of student cognitive styles, perceptual responses, and study and instructional preferences. The LSP is a diagnostic tool intended as the basis for comprehensive style assessment with students in the sixth to twelfth grades. It was developed by the National Association of Secondary School Principals research department in conjunction with a national task force of learning style experts. The Profile was