To observe the relationship of auditory and visual receptive skills to achievement in reading, 80 eight-year-old children were given a diagnostic test battery which examined three receptive skills--attention to stimuli, discrimination, and memory--within three sensory modalities--auditory, visual, and auditory-visual. The control group consisted of normally achieving boys, and the experimental group was made up of boys who had previously been diagnosed as language/learning disabled and who were enrolled in a Texas Plan A Special Education program. Results showed a statistical difference between the performance of the two groups for auditory attention to stimuli, auditory memory, visual memory, and visual discrimination. For the experimental group, one finding was that auditory memory and auditory-visual memory were predictive of reading comprehension; another was that auditory and auditory-visual attention to stimuli were predictive of reading recognition. The results are useful in understanding receptive assets and liabilities of language/learning disabled children, in assisting in the diagnosis of language/learning disability, in aiding in the prediction of reading achievement, and in pointing to the possible problems in focusing attention in the classroom. (Author/LJR)