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Summary. Sixty‐six children aged 9–10 years were tested in two groups with two parallel cloze tests of reading comprehension. The same tests were then given as cloze tests of listening comprehension. Each group received different parallel forms in each of the language modes. The scores for the listening tests for both groups were significantly lower than the reading scores. Significantly fewer responses were made in the listening mode. Analysis of errors made in both modes revealed that 44 per cent of errors in the reading tests and 37 per cent of errors in the listening tests were syntactically appropriate responses.

Grade-1 children in 3 groups, at each of 2 learning aptitude levels, were compared to test the hypothesis: Giving an echoic or oral response before silent reading will, by encouraging the application of intonation patterns to beginners' reading, improve achievement and also reduce vocalization. 4 classroom teachers taught a preprimer vocabulary; E then taught the preprimer text to the groups, giving rigid silent, oral, or echoic training before silent reading. Ss were tested for reading achievement and vocalization after each of the 3 preprimers. Analysis of variance indicated that echoic groups read more fluently and that echoic and oral training reduced vocalization. No significant group differences were found for word recognition and identification, or comprehension.

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