Visual, auditory, and kinesthetic (the hands on) are often referred to as learning modalities rather than style and there was a great summary of research on them in The American Educator that basically reported that matching modalities doesn't improve student performance because the modality has to match the content. For example, you have to read to learn to read (visual). You can't become a lab expert without performing the lab experiments (kinesthetic and different from learning the theories via texts).
Most type ed experts consider S and N of great importance, as Didums pointed out. I find the next most important is E and I when training classroom teachers because I teachers see E behavior as misbehavior. E teachers see I behavior as lack of motivation (those are generalizations but ones that are backed up by tons of teacher interviews). ALL the preferences matter but teachers can't plan for 16 types right off the bat and suggesting that they should sends them running for the exit doors.
I guess I emphasize figuring out strategies for when you have to work outside your comfort zone, since anyone who goes very far in education will need to do so. For example, I flunked the freshman chem titration lab 22 times--it requires Se and I"m dominant Ni. It's kinesthetic and I'm visual. I had to learn to turn off Ne completely by counting drops out loud, marking them off, etc., to pass it--and we had to pass 8 such labs with no less than an A to pass Freshman Chem, so I was motivated!
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