A Longitudinal Study of Auditory Perception and Reading Instruction with First-Grade Negro Children
from a variety of perspectives. Correlative studies have dealt with the relationship between auditory discrimination and reading achievement among both advantaged and disadvantaged children. Experimental studies have evaluated attempts to improve auditory-discrimination ability through special training programs. Some investigators have attempted to evaluate results of such programs in terms of reading progress, while others have focused on developing suitable auditory-perception skills of disadvantaged children.