Presented is the final report on development of an aural study system which involved approximately 1000 visually handicapped elementary, secondary, and college students. Given is background information such as the relative effectiveness of reading and listening during study, and factors that affect listening comprehension such as learner characteristics. The program's purpose is described to include study and identification of behavioral and procedural factors related to efficient study through listening, and development of a study system using recorded texts and a playback recording device. Summarized are studies on effects of motivation and word rate on aural comprehension, parameters of learning and listening (five studies), low ability blind children's learning, effect of message length and reference frame on learning, and effects of a prior reference frame on aural learning (four studies). Development of the aural study system is seen in summaries of studies on task analysis, preference of users for written (braille, large type) or recorded texts, a description of the aural study system (special record, record player, and written supplements), and field trials. Some of the major results reported show that a positive correlation existed between IQ and listening comprehension, that listening comprehension increased with grade level, that 83% of 18 college students preferred text materials in recorded form, that students concentrated on one subject at a time, and that 85% of the test group students in grades 5 through 12 successfully accomplished 26 of 30 operational tasks. Recommended is production model development of the player based upon research and field trials. (MC)