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A Comparison of Listening and Reading Performance with Children in Three Educational Placements

Thomas A. Wood is associate professor Address: Thomas A. Wood, Department of Rehabilitation and Special Education, 1232C Haley Center, Auburn University, Auburn, AL 36849.

Joseph A. Buckhalt

Joseph A. Buckhalt is associate professor, Department of Counseling and Counseling Psychology, Auburn University, Auburn, Alabama,

Judy G. Tomlin

Judy G. Tomlin is assistant professor, Department of Rehabilitation and Special Education

One hundred eighty-one children ranging in age from 9 to 15 years in three educational placements, learning disability, mild mental retardation, and regular education, were tested with the Durrell Listening-Reading Series (DLRS). Children with learning disabilities, consistent with previous research, were less delayed in listening than in reading skills, scored higher than children in the mild mental retardation group, and lower than the regular education group. There were no main or interaction effects for place of residence (urban or rural). Correlation coefficients indicated a stronger relationship between listening and reading scores for the children with learning disabilities and the regular education group. No relationship was demonstrated between Verbal IQ scores and DLRS scores for the group of children with learning disabilities.

Journal of Learning Disabilities, Vol. 21, No. 8, 493-496 (1988)
DOI: 10.1177/002221948802100809


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