Auditory-Visual Integration and its Relationship to Reading Achievement: A Meta-Analysis

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Abstract
A review of research examining the relationship of auditory-visual integration and reading achievement is presented. The techniques of meta-analysis were used to integrate statistically the findings from 31 studies. A total of 146 correlations were collected and aggregated across assessment procedures, reading skills, grade levels, and subject characteristics. Also, partial correlations and a step-wise multiple regression were used to describe the interrelationships among auditory-visual integration, intelligence, reading skills, and other auditory perceptual skills. These analyses indicate that auditory-visual integration is a correlate of reading ability but the magnitude of the relation varies with the combination of descriptive variables considered in relation to reading achievement.