Structural analysis units on compound words, plurals, prefixes, suffixes, and contractions were divided into five 2-week phases, during which varied learning style (LS) strategies were introduced incrementally to 81 special education and 35 low-achieving general education students. During the first phase no LS accommodations were made. During the last phase all LS accommodations were removed. Pre- and posttests were administered in each of the five phases to determine reading achievement. The Learning Style Inventory (Dunn, Dunn, & Price, 1994) was administered to assess each student's LS preference. Significant gains in reading achievement were revealed for both special education and general education students with LS preferences when they were taught incrementally using learning-style strategies. For students with no LS preferences, reading achievement varied greatly across the course of the experiment. A decrement in achievement for the students with LS preferences occurred when the LS strategies were removed. The Semantic Differential Scale (Pizzo, 1981) was administered 4 times during the experiment; for both special education and regular education low achievers, attitudes toward reading became increasingly favorable as LS instruction was added regardless of their LS preferences. © 1997 Taylor & Francis Group, LLC.