TWO SETS OF MULTISENSORY DEVICES WERE USED TO DETERMINE WHETHER THEIR INDIVIDUALIZED USE WOULD HELP RETARDED READERS DEVELOP A BASIC SIGHT VOCABULARY. STUDENTS WHO HAD SPENT 9 OR 10 YEARS IN SCHOOL AND WHO WERE READING AT THE SECOND-READER INSTRUCTIONAL LEVEL WERE GIVEN THE DANIELS WORD RECOGNITION LIST, FORMS A AND B, AS PRETESTS AND POST-TESTS. NEW WORDS WERE LEARNED THROUGH THE "LANGUAGE MASTER" WHICH ALLOWS EACH STUDENT TO SEE THE WORD, HEAR IT, AND SAY IT. AFTER MASTERING THE WORDS, THE CHILD CHECKED HIS SKILL THROUGH THE "FLASH X" WHICH FLASHES A WORD ONE-THIRTIETH OF A SECOND. TESTS ON WORDS MOST FREQUENTLY USED IN READING AND WRITING ENGLISH WERE GIVEN PERIODICALLY. SINCE NINE OUT OF 10 STUDENTS TESTED GAINED 1 YEAR IN BASIC SIGHT WORD RECOGNITION, IT SEEMED THAT THE INDIVIDUALIZED USE OF THE MULTISENSORY DEVICES HELPED DEVELOP A BASIC SIGHT VOCABULARY. IT IS RECOMMENDED THAT A DEFINITE SCHEDULE FOR PRACTICE AND CHECKING BE ARRANGED FOR THE STUDENTS, THAT TEACHERS BE GIVEN MORE TIME THROUGH BETTER STRUCTURING, AND THAT MORE SCIENTIFICALLY CONTROLLED RESEARCH BE MADE. (NS)