The present study examined the relationship of auditory-visual integration and reading performance in a sample of British 8 to 9 year olds. The effects of I.Q. and sex differences were examined as possible moderating variables. Significant correlations were obtained between auditory-visual integration and reading ability in the total sample. Although sex was not a significant contributor to the relationship the results suggest that I.Q. did make a significant contribution especially at the lower levels.
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