The purpose of this research was to determine if disadvantaged children in general prefer one particular method of learning word recognition tasks and if the learning methods preferences of disadvantaged children differ significantly from the learning styles of nondisadvantaged children. From 529 second graders, 20 disadvantaged children and 20 nondisadvantaged children were randomly selected and administered the Mills Learning Methods Test. The data were analyzed through a two-way analysis of variance. Results showed that for all subjects the visual method was the most effective and the kinesthetic method was the least effective. Nondisadvantaged children performed significantly better than disadvantaged children on all four methods (visual, phonics, kinesthetic, and combination). No best method for teaching word recognition to disadvantaged children was found. On all four methods, the white subjects performed significantly better than the Negro subjects, and the female subjects performed significantly better than the male subjects. Related literature was reviewed, and characteristics of the disadvantaged children, the school role, and the Mills Learning Methods Test were discussed in detail. Tables, appendixes, and a bibliography are included. (AW)