Reported is a study to identify the degree to which students with reading difficulties could perform if provided with supplementary audiovisual instruction programs. Fifty-two seventh grade students enrolled in an individualized science program developed by the Intermediate Science Curriculum Study (ISCS) were the participants in the study. The control group studied the ISCS Level 1 materials as originally developed. The experimental group was given these materials plus tape recordings that repeated orally the same content. Tests administered as both pre- and post-tests included: (1) the ISCS achievement test; (2) Advanced Arithmetic Test Form Am from Metropolitan Achievement Test battery; and (3) Comprehensive Tests of Basic Skills, Level 3, Form Q (reading scores). The rate of progress through the instructional sequence was also compared. Analysis of covariance was utilized in comparing the groups. Results of the analysis indicated that performance in the four areas by students in the experimental group was not significantly different from that of the control groups. An analysis of variance showed greater gain scores in ISCS achievement by the experimental group when initial differences in reading and math were disregarded. The analysis of variance of gain scores in reading and math indicated no significant differences between groups. (Author/EB)