This study attempted to determine whether sufficiently strong relationships existed between listening comprehension level and intelligence (as measured by individual tests) for the former to be used as a predictor of the latter. Ten boys and 10 girls randomly selected from each of grades 1, 3, and 5 were given the individually-administered McCracken Standard Reading Inventory (SRI) and the Wechsler Intelligence Scale for Children (WISC) as well as the group Otis intelligence test. Results included (1) a significant correlation between listening age and WISC mental age for the total group of subjects and for fifth- and first-grade students alone; (2) a stronger relationship between individual (WISC) mental age and listening age than between individual mental age and group (Otis) mental age for the first grade group, although the difference did not reach statistical significance (reverse was true for the total group and grade 5); (3) a higher correlation at all levels between listening age and WISC mental age than between listening age and Otis mental age. The relationship between listening and individual mental ages did not differ between sexes. The close relationships between the listening comprehension level and WISC intelligence indicates that the listening test may prove to be a predictor of mental capacity. (Author/LH)