Reviews research concerning (1) the superiority of one modality over another, (2) the simultaneous use of different modalities, and (3) modality studies specifically focused on reading. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

The performance of good and poor readers was compared on a series of three visually presented paired associate tasks varying the verbal codability level of response items. Performance of the 32 poor readers was significantly lower than that of the 32 good readers across all three tasks. There were no differences between good and poor readers in…

Time-of-day effects on children's incidental visual memory for words and ability to solve verbal analogies were investigated. Thirty-six normal, learning disabled, and educable retarded children were assigned morning or afternoon learning/recall sessions. All showed afternoon superiority for superficially processed words, but no differences for…