In the Neurological Impress Method (NIM) for helping children with reading problems, the teacher and student read aloud together while the child points with an index finger to the words that are being spoken. The system thus provides visual, auditory, and kinesthetic-tactile input for learners. A review of the scant information on NIM reported in the literature reveals that positive findings predominate but that more data are needed. The purpose of the study reported in this paper was to compare the effectiveness of NIM to the Language Experience Approach (LEA) in tutoring children at a remedial reading clinic. Thirty-two children were randomly assigned to one of three groups: an NIM group, an LEA group, or a control group receiving no special remediation. Within each one-hour tutoring period, each child received 15 minutes of instruction in the assigned experimental Procedures. Instruction was conducted three times per week for three months. Analysis of the findings revealed that there were no statistically significant differences among the treatment groups but that children did show evidence of growth in reading achievement as a result of tutoring. (GW)