An exploratory study to discover the relationships between preferred learning modalities and differentiated presentations of reading tasks was conducted in a low socioeconomic, predominantly Puerto Rican public school in New York City, with 106 first-grade children as subjects. Preferred learning modality (auditory, visual, or kinesthetic) was identified by administration of The New York University Modality Test. The subjects were then randomly assigned within each modality to one of four experimental treatment groups or a control group. All subjects received the regular program of first-grade instruction. However, the treatments differed in the type of emphasis and materials used in the presentation of the reading tasks according to the learning modality emphasized. Criterion measures used were a word recognition test developed for this study and the Metropolitan Reading Achievement Test, Primary I. Among the results obtained from the word recognition test was that each of the four treatment groups differed significantly from the control group but not significantly from each other. According to the Metropolitan Test, the treatment groups did not differ significantly either from each other or from the control group on total reading score or on the word discrimination subtest. A bibliography, tables, and tests are included. (Author/NH)