To determine the relation between prereaders' abilities to integrate sensory information and reading achievement, 4 matching tasks, involving visual (V) and auditory (A) dot-dash patterns were given to 119 Ist-grade Ss in September. The tasks included V-V, V-A, A-V, and A-A matching. School-administered tests included IQ, readiness, and end-of-year reading. Extreme reading groups were selected and matched in IQ. Multiple-regression analyses using extreme groupreading performance as the criterion showed that: (a) When the 4 matching tasks were used as predictors, A-V and V-A tasks made significant contributions to predicting reading, and (b) When the 4 matching tasks were combined with reading-readiness subtests only letter naming made a significant contribution. The relation between A-V matching and letter naming was examined and implications discussed.
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