COMBINED VISUAL-AUDITORY METHODS FOR TEACHING WERE TESTED, USING AURALLY HANDICAPPED AND NORMAL CHILDREN AS SUBJECTS, TO DEVELOP COMPARATIVE STATISTICS OF LEARNING ABILITY AND AUDITORY TRAINING BENEFITS OVER CONVENTIONAL UNISENSORY TEACHING TECHNIQUES. THE STUDY SAMPLE CONSISTED OF 2,500 CHILDREN. IN THE EXPERIMENTAL PROCEDURE, THE CHILDREN WERE ASKED TO MEMORIZE LISTS OF SIMPLE WORDS PRESENTED VISUALLY (BY MEANS OF A MEMORY DRUM), AUDITORILY (BY THE USE OF A TAPE RECORDER), AND THEN IN A SIMULTANEOUS VISUAL-AUDITORY PRESENTATION. THE BASIC LEARNING FUNCTION WAS DESCRIBED IN NORMAL CHILDREN FROM THE SECOND TO TENTH GRADES AND IN AURALLY HANDICAPPED CHILDREN FROM THE SAME GRADE RANGE WHO HAD SUFFICIENT RESIDUAL HEARING TO RESPOND TO AMPLIFIED STIMULATION. THE SUBJECTS WERE TESTED INDIVIDUALLY, EXCEPT IN ONE GROUP EXPERIMENT. ALTHOUGH NO DEFINITE CONCLUSIONS WERE REACHED REGARDING OVERALL BENEFITS OF THE MULTISENSORY LEARNING TECHNIQUES EMPLOYED, THE PROJECT REPRESENTED AN INITIAL ATTACK UPON THE PROBLEM OF UNDERSTANDING HOW CHILDREN CAN USE AUDITION AND VISION IN LEARNING VERBAL MATERIAL AND HOW HEARING LOSS AFFECTS THIS PROCESS. (JH)