A total of 138 middle-class first graders in two parochial schools were studied to determine whether a phonics reading approach was superior to a contextual reading approach in reading achievement, whether auditory learners achieve in reading to a greater extent than visual learners, and whether auditory or visual learners achieve in one program to a greater extent than in another. Teachers in both schools signed a contract and agreed to teach only their assigned method. It was concluded that, according to this research, early screening of average middle class first grade parochial school children for preferred learning modalities and assignment to a similar modality oriented program was not substantiated. (Author/RB)