We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
It seems to me the biggest argument that there is little or nothing to this myth is that we have a wealth of experience where teachers didn't know about this myth and now we have a lot of teachers that practice what the myth requires. In the old teaching methods, children actually learned, but in the new method - not so much. Since the start of the teacher's union movement, our kids' test scores have declined pretty drastically (interesting juxtaposition!). I would argue that since the Federal Giverment has gotten involved and thrown money and regulations at education, that decline has accelerated.
We need a lot fewer theories and a lot more teaching and accountability.
For many technical subjects I prefer pictures, drawings, and charts/diagrams. I think this is because I am impatient and written explanations of technical subjects are long winded and by the nature of the medium either have to assume a certain knowledge on the part of the reader or they have to start at the beginning. But drawings and diagrams allow me to go to exactly what I need to see to understand.
I think what is missing from this discussion is the motivation of the individual. Perhaps for grades K-12 the author is right. But for people who are eager to learn something and are digging into something without a teacher/instructor a multimedia approach offers so much more information and is much faster. I think for adults who are self starters and have a passion for something that there is indeed a value to different learning styles that suit the individual and the subject matter.