A study explored the effects of bimodal (concurrent auditory and visual stimulus modes) versus unimodal reading on 8 poor readers between the ages of 9 and 12 years. An alternating treatments design was used to compare student performance on 12 passages, 45 in each of 3 presentations modes: bimodal, visual, and auditory. Session measures included spontaneous recall, comprehension questions, short-term sight word recognition, and subject perceptions of sessions. Results of both statistical and single-subject data analyses suggest that the bimodal format significantly facilitated the students' abilities to spontaneously recall and comprehend the information presented. Also, sight word recognition showed a significant increase across all conditions; however, no specific bimodal benefits resulted. Session perception measures resulted in significantly higher scores for the bimodal format and qualitative responses found that all but one subject preferred the bimodal format. Individual differences in treatment effectiveness were noted, suggesting that group findings ought to be supplemented with single-subject analysis. (Contains six references and four unnumbered tables of data.) (Author/RS)