Effect of Auditory Training on Reading Skills of Retarded Readers

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Abstract
64 third-graders from socially disadvantaged backgrounds were assigned to 1 of 3 treatment groups or to a control group. Treatment groups received reading instruction or auditory training or both. Batteries of auditory and reading tests were given before and after treatment. There was no evidence that any of the four groups showed superior posttest performance. The negative results are discussed in terms of timing of intervention programs. The findings suggest that there may be complex interrelationships of teacher and pupil variables with learning to read.

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