Boys, 24 from each of 3 elementary school grades, performed a cross-modal matching task. It was hypothesized that the resulting Tactual-Visual and Visual-Tactual integration performance would be related to reading achievement. Results indicated that Tactual-Visual integration was not significantly correlated with reading in Grades 2 or 4 but was with comprehension in Grade 6. Visual-Tactual integration was significantly correlated with reading when data from Grades 2 to 6 were combined but was nonsignificant for grades separately. Correlations between integration and reading were attributed to the relationship of intelligence to integration and reading.
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