Teacher's knowledge of the relationship of auditory acuity and hearing impairment to reading was evaluated with 60 teachers and specialists (regular classroom primary and upper elementary teachers, reading teachers, teachers of the learning disabled, teachers of the hearing impaired, and speech and language pathologists). Ss were administered a 52-item multiple choice test measuring understanding of and attitude toward hard of hearing children. Results showed that specialists were better informed than teachers on overall knowledge. Teachers of the hearing impaired and speech and language pathologists did better on the total test items than other subgroups, but teachers of the hearing impaired lead all other subgroups. Other results included that teachers of the hearing impaired were far more knowledgeable about the relationship between hearing impairment and reading than primary teachers and speech and language pathologists. Teachers and specialists showed similar attitudes about judging the educational achievement of the hearing impaired in the regular classroom. Findings suggested the need for greater assistance by communication consultants in elementary schools. (CL)