Although the current move away from sequential isolated skill and drill instruction in reading may be good, the growing concern to accommodate individual learner styles may lead to unnecessary complications if teachers attempt to adapt instruction to their more than 30 students each day. If an instructional program is rich enough, it will provide sufficient diversity to meet the needs of all learners, and comprehensive instructional models that allow for such diversity have been developed. Examples include the Reading Strategy Lessons, which are part of a student-centered, comprehension-based language arts manual being field tested by teachers in kindergarten through grade six. They include a variety of activities specifically targeted for the four different learner types described by D. Kolb in 1976; (1) diverger (the feeler/watcher)--reads a story with a variety of elements; (2) assimilator (the watcher/thinker)--breaks into groups and discusses each element; (3) converger (the thinker/doer)--writes stories; and (4) accommodator (the doer/feeler)--reads report to class. (Diagrams of Learner Styles/Learner Strategies and reading strategy lessons are included.) (LLZ)