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As it is known, we perceive new information through the main channels of perception – visual, auditory and kinesthetic. But not all of them are developed in humans equally well: being born, every child has all very well developed channels of perception; however, over time, one of them begins to dominate.
So, the VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (Jerner 1997).
Visual is what we see. There can be images, pictures, movies.
Auditory is what we hear. It can be a speech, music, sound of the wind, or the sound of dripping water. And, accordingly, this style includes intonation, timbre, and height of the voice.
Kinesthetic is what we feel. It also includes smell and taste, touch.
Visual learners are usually thin or skinny tall people, who often wear spectacles. They evaluate and form an opinion on the environment through sight, so they are usually stylish, bright and nicely dressed. Since the information comes through vision, while communicating person with visual style looks at interlocutor noting the details of the face, body position. They can stand on a distance in order to have a better overview and not to lose any detail.
The speech of visual learner is full of nouns, verbs, adjectives, mainly related to vision (see, observe, paint, at first glance, clear, bright and colorful, as you see, and so on). His voice is high and loud (Sprenger 2008).
Visual learners have two sub-channels which are linguistic and spatial. So, visual learners of the first type prefer to learn using written language, they like reading and writing tasks. These people usually remember what has been written down and on what part of the sheet of paper. They are fond of writing down directions and pay more attention to lectures if they watch them. As to the visual learners of the second type, so they often have problems with the written language but do well with charts, different videos, demonstrations, and other visual materials. Such people easily visualize faces and places just by using their imagination and are nearly never lost in new places (Learning Styles Network).
Auditory learners do everything through the speech: listen, speak and think. This type is rarely combined with the visual. Such people often talk to themselves loudly, and are fond of talking to other people. While having a conversation, they prefer to be closer to their companion, but do not like to look into the face, and especially in to the eyes. Of course, better than all the others, they recognize the nuances of intonation and timbre interlocutor, and use a lot of aural metaphors in speech, such as: “Stop squeaking,” “I have heard your problem.”
Auditory learners can often move their lips and read out loud. Such people may have problems with reading and writing tasks. They usually do better talking to a cope worker or a tape recorder and listening to what was said.
Kinesthetic learners are the people who transform all life events into the language of bodily sensations, taste and smell. They think through intuition, and thus receive good results. As touching as very important for such people, so the distance while the conversation is a minimum. Any contact gives them an overabundance of information, and therefore at home such people are extremely attentive and sensitive to the comfort, good food and pleasant smell. In a speech they manifest themselves very clearly: “I have goose bumps when I see this new chair,” “I feel your problem.” (Clausen-May 2005).
So, kinesthetic learners do best when they are touching and moving. This type has two sub-channels, such as: kinesthetic (movement) and tactile (touch). Such people can lose concentration if there is too little or no external stimulation or movement. While listening to lectures they may desire to take notes just in order to move their hands. While reading, such people prefer to scan the material first, and then focus attention on the details. People of this type like to use color highlighters and take notes by drawing pictures, some diagrams, and doodling.
Every person can find out what learning style is the best for him by passing some rather easy tests. Having passed such test I have found out that I am visual learner.
The proverb “It is better to see once than to hear hundred times” is right about me. Indeed, while processing the information, I immediately turn the auditory and other signals into visual images, and remember them.
I like to make reading and writing tasks. It is easier to remember new information if it is made in a form of graphs, charts, illustrations, or other visual aids. Just now, while studying I like to include outlines, some handouts, and various concept maps, agendas for reading and taking notes. Writing lectures, I often leave some white space in handouts in order later, while reading to make some notes. I feel comfortable when lecturers post flip charts in order to show what will be presented. I appreciate when professors emphasizes key points to tell when to takes notes.
While studying at home, I try to eliminate potential distractions in order to concentrate at reading or writing. The best way for me to learn new material is to supplement textual information with illustrations every time when it is possible. And I also like to draw pictures in the margins of my textbooks. I like when teachers make the students envision the topic or have to understand the subject matter. I know I am a typical visual learner…
As it was written above, all people are different and they have their own ways to learn new material. Visual learners prefer to receive the most information with the help of vision. Auditory learners like to receive the information through the hearing. The kinesthetic learners feel comfortable to perceive the information through other sensations (smell, touch, etc.) and through movements. Every person is an individual and has his own unique way of learning the information.

Work cited:

Clausen-May, Tandi. 2005. Teaching Maths to pupils with different learning styles‎. p. 2.
Learning Styles Network (National Association of Secondary School Principals), St. John’s University (New York, N.Y.). 1982. Student learning styles and brain behavior: programs, instrumentation, research. p. 133.
Jerner, Martin 1997. Elementary science methods: a constructivist approach‎. p. 220.
Sprenger, Marilee. 2008. Differentiation through Learning Styles and Memory. p. 37.