A study examined whether retention of sight vocabulary words could be increased by implementing the tactile modality to a visual, auditory, and kinesthetic based lesson. A total of 10 first-grade remedial reading students in Elizabeth, New Jersey, were assigned to control and experimental groups, with 5 students in each group. Upon completion of 7 weeks of learning a total of 30 sight vocabulary words, the students were tested for word retention. Results indicated that analysis of the data showed a minor difference between the number of words retained in the experimental group compared with the control group. Findings suggest, however, that the difference was not statistically significant. (Contains a table of data, related research, and 20 references.) (Author/CR)