Ability to comprehend language by auding should be predictive of ability to comprehend language by reading when that skill is developed beyond the decoding stage. Literature review indicated that the accuracy of predicting reading ability from auding ability increased from first grade to fourth grade, and was stable thereafter, with a correlation coefficient of approximately +.60-a coefficient which we estimate to be low due to differences in the task variables involved in the various studies relating auding to reading. Despite this, however, Hypothesis 2 was confirmed.
Rate of languaging and conceptualizing should produce comparable optimal rates of auding and reading when the latter skill is developed beyond the learning-to-decode stage. Evidence reviewed favored Hypothesis 3 and suggested that maximal rate of silent reading with accurate retention corresponds closely to maximal rates of speaking and auding, with 250-300 words per minute representing a best rough estimate of the optimal rates for these processes.
Training in comprehending by auding of a particular genre (e.g., "critical listening") should transfer to reading when that skill is developed beyond the learning-to-decode period. Review of literature disclosed that many studies bearing on this hypothesis were not adequately designed to unambiguously reveal transfer effects, if these were in fact obtained. Studies that were most adequately designed confirmed Hypothesis 4, and suggested that transfer was most likely to be evidenced when the skills and knowledges of the auding training and measurement tests more closely resembled the skills and knowledges of the tests used to measure reading ability. This is consistent with the assertion of the developmental model that auding and reading offer alternative in-roads into the same languaging and conceptual competencies; thus when new competency is added via auding, it becomes accessible via reading (the reverse should also be true, but no studies were found testing transfer from reading to auding) .
The confirmation of each of the four hypotheses stated above provides evidence for the developmental model of reading. Reading is based upon, and utilizes the same conceptual base and languaging competencies used in auding, plus the additional competencies used in converting the visual display into an internal auditory display.