Four different commercially produced programs were employed to determine their relative effectiveness with a population of school children who had failed an auditory perception test. Replications of the study at two different grade levels consistently support the hypothesis that the program to remediate auditory perceptual development successfully achieved its purpose, but these results also consistently failed to support the hypothesis that increasing competency in auditory perception had a significantly different impact on the child's typical reading and spelling behavior than more traditional types of reading instruction.
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