The comprehension of rate-altered recordings by 30 learning disabled children (7- to 10-years-old) was investigated in an attempt to determine whether providing instruction by way of an advantaged modality would result in more effective learning. Ss were divided into two groups, auditory and visual, on the basis of identified communication channel strengths measured by the Illinois Test of Psycholinguistic Abilities, and those groups were further divided into grade levels (1, 2, and 3) with five Ss at each level. Listening passages were presented at normal (125 words per minute), expanded, and compressed rates, and comprehension was measured through orally administered cloze tests. Although Ss with identified auditory strengths had greater observed mean scores in listening comprehension of rate-altered instruction than Ss with visual strengths, differences were not statistically significant. Other findings tended to support the contention that children in higher academic grades are more able to comprehend rate-altered instruction than those in lower academic grades, and that comprehension is not affected by changes of word rate from 95 to 175 words per minute. (LS)