The purpose of this study was to investigate the relationship of the listening-reading comprehension scores of average readers to the listening-reading comprehension scores of deficient/remedial readers. The raw scores of two hundred thirty-eight students derived from the Durrell Listening-Reading Series generated both the listening and reading scores.

A linear regression was computed using listening scores as the independent predictor variables. The results attest that listening scores are relatively good predictors of reading ability; accounting for approximately 56.8 percent of variance in the listening scores.

Descriptive statistics were computed for the main effect of the independent variables of sex and reading ability upon the dependent variables of reading scores and listening scores.

A two two-way analysis of variance (ANOVA) tested the independent variables with the dependent variables. The results disclosed no interaction effect existed between sex and reading ability and reading and listening scores.