ERIC Number: ED159605
Record Type: RIE
Publication Date: 1972
The Relationship of the Auditory Channel to Reading Ability.
Dixon, Roy Albert, Jr.
Twenty-eight first graders participated in a study to assess the relationship between the auditory channel and reading achievement. For purposes of the study, auditory channel was defined as the skills of auditory discrimination, auditory blending, and auditory memory. The students were administered a series of auditory tests including the Goldman-Fristoe-Woodcock Auditory Discrimination Test, the Illinois Test of Psycholinguistic Ability Auditory Sequential Memory Subtest, and the Peabody Individual Achievement (PIAT) tests. The Slosson Intelligence Test was administered to obtain an intelligence quotient. The PIAT and Slosson scores were then correlated with the auditory channel test scores. The findings revealed that the skills of recognition, memory for content, memory for sequence, and sound blending were significantly related to reading achievement. The skill of auditory sequential memory approached significance. The skill of auditory discrimination, however, was found not to be significantly related to reading achievement. The highest correlations were found between intelligence and reading achievement. The results indicate that tests of auditory functioning are reliable predictors of reading achievment. (FL)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: M.Ed. Thesis, Pennsylvania State University; Appendix A removed due to copyright restrictions