The success of a reading laboratory using a learning modality approach was studied. The null hypothesis that there would be no significant difference among the levels of primary learning modality, sex, and race on the posttest of reading achievement for 31 second grade students, who read below grade level was tested at the 0.05 level after the effects of the pretest were statistically removed. Each student worked in the Learning Laboratory 30 minutes a day, 4 days a week, for 3 months. Modality was assessed with the Swassing-Barbe Modality Index. Modality instructional activities included auditory, visual, and kinesthetic activities. Modality preference was not found to significantly interact with the method of teaching reading, although the results are considered to be inconclusive due to the small sample size, lack of control group, and an inappropriate dependent measure in the post-test, the Iowa Test of Basic Skills. (SLD)