This study was conducted in an attempt to analyze the nature of a visual literacy, or a group of vision competencies a human being may develop by seeing and at the same time integrating other sensory experiences. The study also examined the relationship between visual experiences and the verbal behaviors associated with visual experiences. The main problem of the study was the attempt to analyze the effectiveness of a pupil and teacher training methodology, and the variance between reading performance and visual/haptic sense in treatment and nontreatment groups. The tests of the main hypothesis were based on a multivariate analysis of covariance. The following conclusions were drawn from the study: (1) the study did provide a useful method to analyze the interactions between grade level, sex, and treatment; (2) learning is facilitated when a learner's attention is drawn to stimulation sequences; (3) the development of the ability to engage in visual communications activities is related to the development of verbal literacy; and (4) more precise instruments are needed to measure the interactions between visual literacy experiences and verbal performance. (Author/WR)