To determine whether or not a statistically significant relationship existed between the learning styles and reading achievement of sixth-grade students in the State of Alabama a battery of four learning style inventories (Gregorc Style Delineator, Hunt Paragraph Completion Method, Renzulli-Smith Learning Style Inventory, and Carbo Reading Style Inventory) were administered to the students. Also, attempts were made to determine whether statistically significant relationships existed between the learning styles of students and their gender, the locations of their schools, and their racial identification. Subjects, 405 sixth-grade students representing the eight State School Board Districts in Alabama, participated in the study. In regards to these students, evidence supports the following conclusions: (1) the Gregorc Style Delineator and the Renzulli-Smith Learning Style Inventory would not be useful in making decisions; (2) the Hunt Paragraph Completion Method and the Carbo Reading Style Inventory would be useful in making decisions; and (3) the Hunt Paragraph Completion Method would be useful in identifying learning style preferences for students with low, average, and high reading achievement who prefer much or little structure in their learning environments; and (4) the Carbo Reading Style Inventory would be useful in identifying learning style preferences for students with low, average, and high reading achievement who prefer kinesthetic or auditory learning styles. (Nine tables of data are included, and 46 references are appended.) (MS)