Two studies designed to establish classification procedures and the reliability of a learning strategy screening procedure were conducted, using 184 third and 173 fourth graders from a middle-class suburban school district as subjects. A 10-minute learning strategy screening was administered during which subjects reported which of six generic strategies--three verbal and three visual--were used to remember presented words. In the first study, the results indicated that roughly the same proportion of third and fourth graders reported visually dominated or verbally dominated learning strategies to remember presented words. Strategies could be readily classified as verbal or visual, or visual, verbal, and mixed, using the screening results. The results of the second study indicated that strategy classifications were differentially reliable, depending upon the number of classifications used, being most reliable when using a bi-classification system. This report includes 15 references (Author/LMM)