A study was undertaken to determine (1) the relationship between listening and reading (the receptive language mode) and (2) the relationship of listening and reading to speaking and writing (the generative mode), intellectual ability, self-concept, impulsivity/reflectivity, and socioeconomic status (SES). Sixty grade six students were administered listening and reading comprehension, impulsivity/reflectivity, and self-concept measures. Their socioeconomic status and intelligence level were determined by school records. The students also completed spoken and written language tasks. Statistical analysis indicated that a significant relationship existed between intellectual ability and the receptive language mode. Correlation analysis indicated that no significant relationship existed between receptive language and generative language; that reading, intellectual ability, impulsivity/reflectivity, and SES were significantly related to listening; and that reading was significantly related to listening, intellectual ability, and impulsivity/reflectivity. (FL)