The comparative effectiveness of correlated listening-reading and reading-only comprehension lessons was studied using high school retarded readers with varying sensory modality learning preferences. Over a one-semester period, comparable lessons were taught to two groups matched for IQ, age, reading grade level, and freedom from sensory defects. The difference between the instructional treatments was one of sensory mode of lesson presentation and application--one group was taught using both aural and visual methods and the other, using a visual approach only. The groups used the same materials, were taught the same comprehension skills, and the same teacher taught both groups. Results from a standardized reading test showed that when sensory learning modality preference was not a variable, a correlated listening-reading instructional approach was more effective than a reading-only approach. Specifically, the listening-reading approach was found particularly effective for auditory learners and for students with no sensory modality preference. One conclusion was that in a group of students which is undifferentiated by learning modality preference, an aural-visual teaching approach to reading is more effective than a strictly visual approach. References are included. (AL)