ABSTRACTEight‐year‐old children were given a test of verbal‐imagery learning style and the Neale Analysis of Reading Ability. Both reading accuracy and comprehension were found to be significantly related to learning style. Reading accuracy was highest at the extreme verbalizer end and lowest at the imager end of the verbal‐imagery continuum, with a plateau of average performance at the central positions. The pattern for comprehension was similar. The results were discussed in terms of the manner in which individuals represent information during l