The purpose of this study was to design and test a remedial reading instructional strategy for word recognition skills utilizing specific intersensory transfer components. The subjects were 56 high school sophomores and juniors enrolled in special education classes. Eight subjects were randomly selected from each of seven special education classes. These classes included two groups classified as educable mentally handicapped, two groups classified as learning disabled, and three groups classified as underprivileged or deprived. A word recognition test was constructed and administered before and after treatment conditions. The treatment groups represented three commonly used word recognition exercises and one intersensory transfer exercise. All treatments attempted to teach the 50 words presented in the word recognition tests. The results indicated that the intersensory transfer method was statistically superior to any one of the other techniques over and above standardized reading achievement scores, pretest scores, race differences, and sex differences. (WR)