This study evaluates the effectiveness of three instructional methods in promoting speech sound discrimination and reading achievement over a 3-year period. Subjects were black and Mexican-American lower-SES children identified as having auditory discrimination disabilities. Norm-referenced and criterion-referenced measures were administered at the ends of grades one, two, and three to identify changes in auditory perception and reading achievement. One instructional group received a visual-linguistic reading method plus auditory perception activities (VLA); a second group received a visual-linguistic reading method (VL); and a third group received a phonic reading method (P). The hypothesis that VLA would score higher than (>) VL = P in auditory perception was not confirmed consistently. The hypothesis that VLA > VL > P in reading also was not confirmed consistently. No consistent differences were noted for black or Mexican-Americans or for males or females on measures of auditory perception or reading achievement.
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