Concludes that subjects' scores on simultaneously presented tasks were significantly higher than on sequentially presented tasks for both intra- and cross-sensory modalities, suggesting that the ability to integrate sensory information across learning modalities is important in reading acquisition. (RB)

The purpose of this study was to determine the effectiveness of matching modality aptitudes to classroom-based reading instruction. (RB)

Integrates research findings on modal preferences to attempt to arrive at some reasonably sound principles through a systematic synthesis of the literature and to suggest some areas in need of further research. (HOD)