"Coffield and his colleagues and Mark Smith are not alone in their judgements. Demos, a UK think tank, published a report on learning styles prepared by a group chaired by David Hargreaves that included Usha Goswami from Cambridge University and David Wood from the University of Nottingham. The Demos report said that the evidence for learning styles was "highly variable", and that practitioners were "not by any means frank about the evidence for their work." [25]
Cautioning against interpreting neuropsychological research as supporting the applicability of learning style theory, John Geake, Professor of Education at the UK's Oxford Brookes University, and a research collaborator with Oxford University's Centre for Functional Magnetic Resonance Imaging of the Brain, commented that
We need to take extreme care when moving from the lab to the classroom. We do remember things visually and aurally, but information isn't defined by how it was received.[26]"
I was taught by Prof Geake for my MA in education, and he said basically what this wikipedia article says - that there is no evidence that there is any application at all for using learning styles in the classroom, in fact when you look at the evidence, in fact the oppposite is true. There is in fact loads of research discrediting learning styles, including VAK, but very little academic research in support apparrently (although I did do my MA a few years ago now!).
That said, its not to say they are completely worthless, I think they help to remind me to keep my teaching varied and to mix the different types of activities up, so I try to teach using a range of learning styles - but I certainly don't match them to the students. After all, there are even some scholars who say that we should be teaching students in their least preferred learning style, so as to make them more rounded - the picture is far from clear!