Matching teaching strategies and classroom environment to students' learning preferences has been found to be related to students' self-concept and achievement. By identifying the learning and reading style of each student, the teacher will increase the youngster's chances of being successful, thus having a positive effect on the child's self-concept and cognitive development. The purpose of this study was to describe a practical approach for identifying learning and reading differences in the elementary classroom which could be replicated in any teaching situation. Sixty-five third grade children were administered a Learning Style Inventory, a Reading Style Inventory, and a Reading Attitude Inventory. This investigation demonstrated children have similarities in their learning preferences, but the extent of individual differences continues to warrant further examination. (Author)