Research conducted over the past 80 years is examined to answer three questions on sensory modality as it relates to reading. In the 18 studies reviewed which relate to the superiority of one modality over another, there was no consensus regarding the relative effectiveness of modalities among adults. The evidence leans toward greater effectiveness of the visual modality among children. The review of eight studies which compared the effectiveness of the simultaneous use of more than one modality with the use of one modality alone revealed a problem in the definitions of modalities as used by different investigators. The results of these studies, however, generally support a combination of visual and auditory modes. Eight studies are reviewed which relate modality to reading ability. These studies suggest that while modality and perceptual skills are very important as factors in the early stages of reading instruction, cognitive abilities are more significant during the middle elementary grades. References are included. (RJ)