At the present time, the data suggest that auding and reading utilize the same languaging and conceptualizing processes, and hence offer confirmatory evidence for Hypothesis 3 and the developmental model. We turn now to a fourth hypothesis generated by the model.
The fourth hypothesis derived from the developmental model concerns the transfer of trailing between auding and reading. The hypothesis is that, because auding and reading share a common language and cognitive content base, effective training in comprehending by auding will transfer to comprehending by reading, as that skill develops. This hypothesis, in slightly different form, has been examined elsewhere (Cooper, 1966; Reddin, 1969; Devine, 1968), with conflicting conclusions reflecting, it seems to us, failure to adequately consider the conditions needed to demonstrate transfer.
Because of the importance of these conditions, our critique of the auding-reading transfer research literature will be guided by what we believe to be the proper transfer paradigm for such work. This paradigm is exemplified in the following diagram:
| Group | Training | Measure of Training Effectiveness | Measure of Transfer | |
| Experimental | Pretest on A1 and B1 |
Training on A | Posttest on A2 |
Posttest on B2 |
| Control | Pretest on A1 and B1 |
Non-related activity | Posttest on A2 |
Posttest on B2 |