THE RELATIONSHIP OF AUDITORY-VISUAL AND TACTUAL-VISUAL INTEGRATION TO INTELLIGENCE AND READING ACHIEVEMENT WAS INVESTIGATED. IN ADDITION, THE RELATIONSHIP OF THE TWO INTERSENSORY INTEGRATION TASKS TO EACH OTHER AND TO THE TYPE OF READING ERRORS MADE ON AN ORAL DIAGNOSTIC READING TEST WAS ALSO EXPLORED. THE SAMPLE WAS COMPOSED OF 121 WHITE FOURTH-GRADE BOYS DRAWN FROM A MIDDLE-CLASS SUBURBAN COMMUNITY. THE MEASURE OF TACTUAL-INTEGRATION REQUIRED THE MATCHING OF A GEOMETRIC SHAPE FELT, BUT NOT SEEN, TO ONE OF FOUR VISUAL CHOICES. THE MEASURE OF AUDITORY-VISUAL INTEGRATION REQUIRED SUBJECTS TO MATCH A RHYTHMIC AUDITORY PATTERN WITH ONE OF FOUR VISUAL DOT PATTERNS. THE TACTUAL-VISUAL TEST, AUDITORY-VISUAL TEST, AND THE GATES-MCKILLOP READING DIAGNOSTIC TEST WERE ADMINISTERED TO ALL SUBJECTS. SCORES ON THE HENMON-NELSON INTELLIGENCE TEST AND THE IOWA TESTS OF BASIC SKILLS WERE OBTAINED FROM SCHOOL RECORDS. ALL THE DATA WERE SUBJECTED TO A CORRELATED ANALYSIS. THE RESULTS OF THE STUDY INDICATED THAT AUDITORY-VISUAL INTEGRATION SKILLS WERE SIGNIFICANTLY RELATED TO INTELLIGENCE AND TO BOTH SILENT AND ORAL READING ABILITY, WHEREAS TACTUAL-VISUAL INTEGRATION SKILLS WERE NOT, THE FINDINGS IN THIS CASE DIFFERING MARKEDLY FROM THOSE OF BUCHNER (COLUMBIA UNIVERSITY, 1964). IT WAS RECOGNIZED THAT THESE RESULTS HELD ONLY FOR THE TYPES OF INTERSENSORY INTEGRATION TASKS EMPLOYED AND THAT GENERALIZATIONS TO OTHER TYPES OF INTERSENSORY TASKS COULD NOT BE MADE. (GD)