This study investigated the relationships between learning modalities and word recognition of first-grade children. The learning modality—auditory, visual, or kinesthetic—of 106 children was identified. Subjects within each modality were then randomly assigned to one of four experimental groups and a control group. The treatment groups were presented with word recognition tasks that were differentiated by modality emphasis. Each of the four treatment groups differed significantly from the control group on the criterion word recognition meausre but not significantly from each other. There were no significant differences among the groups when the subjects were categorized by modality preference; and there was no significant difference between the like treatment-modality preference group and the unlike treatment-modality preference group. Results of this study, which were not conclusive, did indicate that learning modalities can be differentiated and that further research in matching prescriptive teaching to diagnostic findings is needed.