The relation of auditory-visual integration and tactual-visual integration to intelligence and reading achievement was studied in a sample of 121 white fourth-grade boys. Results showed that auditory-visual integrative skills were significantly related to intelligence and reading achievement whereas tactual-visual integrative skills were not. The two intersensory tasks were not significantly related to each other. Four types of reading errors were significantly (p = .01) related to auditory-visual integration, but no relationship between tactual-visual integration and reading errors reached significance. Qualitative aspects of performance on the two intersensory tasks were described.
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