A research proposal to study the effect of multisensory teaching methods in first-grade reading is presented. The focus is on sex differences in learning and in multisensory approaches to teaching. The project will involve 10 experimental and 10 control first-grade classes in several Southern California schools. Both groups will be given IQ, readiness, and nonverbal personality tests at the beginning of the school year. The experimental classes will be taught reading with a multisensory (look-say-hear-trace-write) approach while the control classes will learn reading with the more traditional visual basal reader approach. At the end of the school year all students will be tested on the California Achievement Test, Primary Battery to measure their reading achievement. The experimental and control groups will be compared on reading achievement and on various emotional adjustment factors, and this data will be analyzed. Included in the proposal are a dissertation abstract and two articles on proprioceptor stimulation by the project director. Data on budgeting and a bibliography are included. (AL)