Students from kindergarten through the twelfth grade were tested on their ability to match discrete and integrated phonetic segments using a sequence of colored blocks to represent the auditory stimulus. The design included grade, sex, and general academic ability (upper or lower half) as factors. At all grade levels there was a substantial correlation between performance on the auditory-phonetic test and reading ability as measured by the Wide-Range Achievement Test. The results suggested that the ability to manipulate the phonetic components of the spoken language has an important bearing on the development of reading skill.

The effects of auditory and visual presentation and test modes using the Sternberg recognition memory task were explored in two studies, with modes varied within 5s in Exp. I and between 6"s in Exp. II. Memory lists consisted of consonants that were visually or acoustically similar or were neutral. Reaction time was a linear function of memory set size in all conditions, consistent with a serial search model. Search rate was substantially slower when different presentation and test modes were employed (e.g., visual-auditory or auditory-visual) than when the same mode was used. Acoustically similar lists were searched somewhat more slowly in both studies, but the effects of the similarity variable were relatively slight. The results were discussed in terms of the differences in recall and recognition memory.

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