The purpose of this investigation was to determine the relationships between awareness of visual and aural word boundary for a sample of prereading first graders and to determine the predictive quality of the perceptual tasks in relation to measured reading success at the end of the year. Two informal, but previously used, word-boundary tasks were selected. Good, average, and poor reading readiness determinations were made and groups established. Among the readiness groups, discrimination of aural word boundary did not discriminate performance. However, the covariance procedures indicated that visual segmentation of word boundaries did permit discriminating among performance groups. Ss labeled high in readiness produced significantly more correct visual boundary perceptions than did the low-achieving readiness group. Regression models to predict end-of-year reading achievement by the prereading variables indicated that the word-boundary scores gave significant prediction ( Ra = .30, p < .01, multiple R). When considered as a unitary predictor, awareness of aural word boundary, remained a predictor of reading achievement; yet, awareness of visual boundary, when considered as a simple predictor, did not predict success in reading. Apparently, the ability to discriminate the correct boundaries of aural words may influence Ss learning to read. Discrimination of visual boundary was not a readiness factor associated with later reading success.

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In a study of incidental learning effects upon listening ability, 135 eleventh grade students, in four treatment groups, participated in a program of testing and training in note-taking skills. Pretesting provided data on critical thinking, study skills, note-taking, intelligence, PSAT math and verbal abilities, and listening ability ( Brown-Carlsen) . Posttesting included alternate forms of the listening and note-taking tests. Analysis of variance of scores on the listening tests by treatment groups showed apparent significant differences in gains of listening skills between groups. However, analysis of covariance, using the listening pretest as covariant, revealed that the indicated gains in listening ability were pretest effects rather than experimental effects. Implications for listening research are discussed.No significant correlations between pretest scores and gains in listening were found. However, when grouped according to sex, females were found to have made significantly greater gains than the males.Conclusions cast doubt upon the usefulness of the Brown-Carlsen test in pre-and post-treatment measures of listening ability.

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