In a study of the relation between listening performance and reading performance, a standardized listening test ("Sequential Test of Educational Progress") and a reading test ("Stanford Achievement Battery of Tests") were administered to 247 sixth-grade pupils in Decatur, Alabama. The problem of the study was divided into three parts: (1) detection of any significant difference in the listening performance of high, middle, and low performance readers; (2) determination of any difference in listening performance when pupils read alternative responses to the given questions as the examiner read them aloud and when pupils only listened to the possible responses; and (3) ascertainment of any differences (as in number two above) within subgroups, such as high, middle, and low reading performer, or boys and girls. Findings showed highly significant differences in listening performance of high, middle, and low reading performers (the good readers tended to be the best listeners); and significantly higher scores among pupils as a whole and within each subgroup when they were permitted to read as well as listen to alternate responses. (Author/JM)