The effect of visual, auditory and tracing cues on learning was determined for good and poor decoders. Twenty first graders scoring above the median on a test of word knowledge and twenty scoring below were assigned to four instructional groups of ten each. Two words in each of six sessions were presented by stressing visual cues, two by stressing auditory cues, and two by stressing tracing cues. Analysis of variance indicated that poor decoders learned more words when visual cues and auditory cues were stressed than when tracing cues were emphasized (p .05). It may not be appropriate to stress tracing cues for first graders having decoding difficulty. The need for longitudinal research is indicated.
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