Research attempts to relate either auditory or visual discrimination skills to reading achievement have resulted in equivocal results. The present study was directed toward investigating auditory-visual integration skills as they are related to one demographic feature of a school and reading success. For 225 students in Grades 1 to 4 it was concluded that auditory-visual integration ability was related to reading success, but in a complex manner, depending in part on developmental level and economic background. Differentiated teaching techniques, dependent upon economic background, might be considered and the screening of auditory-visual integration skills emphasized prior to teaching reading.
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