Nineteen kindergarten children were pretested on readiness and blending tests and randomly assigned to a control or experimental group to determine if auditory blending skills were teachable and important in a beginning reading program. Following instruction in sequencing and blending sounds, the experimental group gained significantly in both…

Test score data for kindergarten and first grade children were subjected to several forms of multivariate analysis. First, all fall and spring kindergarten data were factor analyzed to reduce the test scores to the least number of dimensions possible. General ability factors corresponding to the expected test dimensions were obtained in all…