The multisensory approach to learning has found wide acceptance in elementary school mathematics based, in part, on the writings of Bruner, Piaget, and Dienes. Basic knowledge about what kind of sensory experiences to provide for which pupils in what sequence has been the focus of considerable inquiry. A study by Sawada and Jarman (1978) identified and supported the usefulness of a particular paradigm for assessing sensory integration ability within and across sense modalities. The study reported here is the second of a series of studies using this paradigm. In brief, the paradigm involves the presentation of a sensory pattern (stimulus array) in one sense modality (visual-V, auditory-A, or haptic-H), which is to be judged the same as or different from a second pattern presented in the same (intramodal matching) or in a different (cross-modal matching) modality. For example, a linear array of dots such as ...... may be presented in the visual modality followed by the presentation of a linear array of beads fastened to a wooden rod to be felt with the fingers (haptic modality). This would be an example of a VH cross-modal matching task. Recognition that the modality matching paradigm has been widely used in reading research where auditory and visual matching ability has been consistently found to predict reading achievement, Sawada and Jarman (1978) tested and confirmed hypotheses indicating that auditory and visual matching ability is as significant in accounting for mathematics achievement as it is for reading. The widely recommended use of manipulative and concrete aids in mathematics instruction suggests that the haptic modality may also be critical in learning mathematics. The basic intent of the present study is to examine information matching ability involving the haptic as well as the auditory and visual modalities in relation to mathematics achievement.