The document reports an outside evaluation of a Niagara Falls Adult Basic Education Program special project entitled "Identification of Preferred Cognitive Styles and Matching Adult Reading Program Alternatives for the 0-4 Grade Levels." It was concerned with (1) research, training in cognitive style mapping, and development of a survey and process which would assess the adult student's preferred cognitive style, for prescribing individualized instruction; and (2) development of a taxonomy of alternative reading programs, methods, and materials presently available at the Niagara Falls center, as a resource file for matching materials with individual students' developmental levels and cognitive styles. The report's five sections are: (1) a description of the evaluation procedure, the Provus Discrepancy Model; (2) a list of 11 project objectives and accomplishments; (3) breakdowns by race, sex, and educational level of students, in the areas of symbolic orientation, cultural determinants, and modes of inference; (4) an evaluation of the cognitive style-mapping instrument; and (5) an evaluation of the total project, including recommendations. The staff accomplished most of their objectives, became skilled in the theory and application of cognitive style mapping, trained other personnel, and developed an effective instrument for assessing learning style preferences. A map-analysis form is appended. (Author/AJ)