Table 3 (continued)

Summary of Research Comparing Auding and Reading Comprehension

Grade Level	Controls Used							Reference
	Subjects	Materials	Presentation Order	Auding, Reading Rates Matched	Reading Time Matched to Auding Time	Reading Time Not Specified	Results
College (Cont.)	Independent	Identical	N/A	-	-		A > R	Worcester, O.A. 1925
Adults Low Aptitude Men	Identical	Identical	Counter-balanced	-		-	A = R	Sticht, T.G. 1968
Average Aptitude Men	Identical	Identical	Counter-balanced	-		-	A = R	Sticht, T.G. 1968
				-		-	R > A	Webb, W.B.and Wallon,E.J. 1956
				-	-		A = R	Webb, W.B.and Wallon, E.J. 1956
	Identical	Identical	Counter-balanced		-	-	A > R	Goldstein, H. 1940

To bring the data of Tables 2 and 3 to bear on Hypothesis 1, Figure 4 is presented. This figure shows, for five grade levels, the proportions of comparisons for which auding performance exceeded reading performance (A > R), auding and reading performance was equivalent (A = R), and auding performance was inferior to reading performance (A < R). To construct the figure, we have counted vocabulary and comprehension studies together and grouped the comparisons as: grades 1, 2, 3 (N =9); grade 4 (N = 12); grades 5, 6 (N = 22); grades 7, 8, 9, 11, 12 (N = 11); and college and adults (N=17).