The second in a series concerning some implications of learners' cognitive style for the development of reading competence, this paper explores the relationships between cognitive style and reading achievement, with attention to such factors as the stability and flexibility of cognitive style functions. The paper discusses J. E. Hill's concept of cognitive mapping as it relates to understanding the development of reading ability and to the concepts of field dependence/field independence and reflectivity/impulsivity as they relate to reading ability. The paper concludes that reading researchers should continue to explore the implications of cognitive style mapping for instructional improvement. (MKM)