The paper reports on multisensory approaches to reading instruction of learning disabled children. G. Fernald's "tracing" method, also known as the V-A-K-T method, is described and research questioning its effectiveness is cited. Next, the Adapted Fernald Technique (AFT) which requires the student to write, illustrate, read and reread his/her own typed stories daily, is described. A modification of the AFT is reported in which a fifth grade hyperactive child made notable gains in 5 weeks in reading, spelling, and story writing. The student's motivation for reading also increased. The applicability of multisensory approaches is considered. (CL)