Sample size was a problem in this investigation. It was difficult to find a sufficient number of subjects w h o met the criteria. Increasing the number of subjects in each group would have increased the power of the tests. Replication and extension of this investigation is recommended.In summary, the disabled readers performed as well as normal readers on a test of story comprehension. Only factual and inferential scores improved under the auditory condition. The selected vocabulary seemed to reflect experience rather than learning. Multiple-choice questions were easier than short answers requiring the child to formulate his own response.
ACKNOWLEDGMENTS
This paper was written in partial fulfillment of the course requirements for Lome Rosenblood, PhD, assistant professor at the University of Victoria, British Columbia. The authors also appreciate the assistance of Don Fernandez, PhD, program evaluator of Integrated Services Project, Department of Human Resources. We are grateful to Linda Joyce for testing involved in subject selection; A. Lamrock, Director of Pupil Services and Research, Greater Victoria School District; P.V. Pullinger, Superintendent of Schools, Sooke; and Ron Tinney, PhD, Daisy Stocker, and Barbara Adams, Learning AssistanceCentre. We are also grateful to the principals, teachers, and students of the Greater Victoria and Sooke School Districts, B.C., who made this investigation possible.
ABOUT THE AUTHORS
Wendy B. Marlowe is a clinical/neurological psychologist and language pathologist and is supervisor