THE DIFFERENCES AMONG CHILDREN IN THEIR USE OF SPECIFIC MODALITIES FOR LEARNING AND THE NECESSARY ESTABLISHMENT OF PERCEPTUAL BASES FOR CONCEPTUAL LEARNING ARE DISCUSSED. A MODEL IS PRESENTED WHICH EMPHASIZES THE MODALITY-BOUND NATURE OF INPUT AND OUTPUT, AND ELABORATES THE HIERARCHIAL BUT INTERRELATED NATURE OF THE MATURATION AND DEVELOPMENT OF THE NEURAL SYSTEM. THE IMPORTANCE OF THE DISTINCTION OF MODALITY LEARNING LIES IN THE DIRECTION FOR ASSISTING UNDERACHIEVERS. THE EFFECT UPON READING ACHIEVEMENT IS DISCUSSED. REFERENCES ARE INCLUDED. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE INTERNATIONAL READING ASSOCIATION ANNUAL CONVENTION (12TH, SEATTLE, MAY 4-6, 1967). (BK)