Studies of human information processing have identified two basic ways people process information. Sequential learning solves problems by arranging small amounts of information in consecutive and linear order. Simultaneous processors solve problems by integrating and synthesizing parallel pieces of information at the same time. This study investigated whether methods of instruction interact with students' processing strengths and weaknesses. The question specifically addressed was, does the learning of vocabulary words increase when a method of instruction (sequential or simultaneous) is matched to the student's more efficient processing modality (sequential or simultaneous)? The Kaufman Assessment Battery for Children (KABC) was administered to 55 first and second grade students to determine their processing styles. Each subject was tested on the vocabulary words from the primary reading curriculum, and those words that were correctly identified were eliminated from the word list. The children were instructed by the two different instructional methods for eight consecutive week days. The study demonstrates a methodology that tests the utility of the KABC for making educational decisions. While some success was obtained, practitioners are advised to consider alternative assessment procedures that have empirical support, such as interventions that integrate systematic formative evaluation with instruction. (JD)