Analyzed was the effectiveness of audio tapes used as a supplement to reading the Intermediate Science Curriculum Study (ISCS) first level materials. The instruments used on a pretest and posttest basis to compare the growth as a result of using audio tapes were: (1) Prouse Subject Preference Survey, (2) Test on Understanding Science, Form W, (3) The California Reading Test, (4) Level One ISCS Final Examination. The Teacher Performance Scale was administered on a posttest basis only to determine the students' opinion of the teacher's ability to make classroom materials understandable. Two groups of fifty students each, classified as poor readers, were assigned to four classes. Two of the classes used portable cassette tape recorders that utilized audio tapes of contents of the ISCS textbook. The same teacher was used in all groups. Data and observations were collected over one academic year. Measurements were made in areas of: (1) subject preference, (2) ISCS course concepts, (3) understanding of science, (4) reading science vocabulary, (5) reading vocabulary, (6) reading comprehension, and (7) reading grade level. Analysis of covariance utilized adjusted means on pre- and posttests. Levels of significance were set at 0.05. There were no significant differences between the rating of teacher performance by either group, but students using the audio tapes as a supplement to reading showed significantly greater results in every other aspect studied. (Author/EB)