One hundred and sixty-six second graders were administered the Illinois Test of Psycholinguistic Abilities (ITPA) and a visual and auditory memory test. Intraindividual discrepancies between a child's performance on comparable visual and auditory measures served to identify him as a visual or an auditory learner. Significantly more 5-year-old children exhibited a visual modality preference; at 7 years of age, the reverse was true. All children responded to four instructional procedures, two of which elicited simple visual and auditory recall, while the other two elicited more complex procedures in word recognition. When auditory subjects were compared to the visual subjects on performance, it was found that the former did significantly better (p<.05) than the latter on both visual and auditory recall tasks. No differences were noted on the more complex tasks. Longitudinal data of the ITPA were available for 39 of the subjects, and stability coefficients for a 6-months and a 26-months period were computed for each subtest. Coefficients for the 6-months period were found to be relatively stable, but for the 26-months period failed to show stability. Recommendations for instructional theories and practices are made, and suggestions for future research are given. Lists of words used in the study's instructional procedure and memory tests, score sheets, tables, and a bibliography are included. (AW)