Examined with 297 primary grade children were the effects on reading ability of matching a child's learning style with a compatible teaching method. After Ss' auditory or visual modality preference had been determined they were randomly assigned to classes so that 1/3 of each class showed an auditory preference, 1/3 showed a visual preference, and 1/3 had no preference or showed balanced development. Classes were instructed using either an auditory approach, a visual approach, or a balanced approach. The Ginn 360 reading series was adapted for either a visual or auditory emphasis, and teachers attended an 8-week summer inservice training session. Results for grade 1 indicated that children who showed an auditory preference achieved significantly higher when auditory decoding techniques were used and children with a visual preference achieved significantly higher when visual techniques were used. The hypothesis could not be validated for the 2nd and 3rd grades due to attrition of Ss though it was noted that all Ss receiving the visual training achieved higher than expected reading scores. (DB)