This study examines the relationships between reading comprehension and listening comprehension among second graders with regard to age, reading ability, and intelligence. One form of the Gates-MacGinitie Reading Test was administered to 66 second graders to measure reading comprehension and a revised alternate form of the same test measured listening comprehension. To determine modality preference, reading and listening scores were compared for the highest and lowest thirds in reading and again for the highest and lowest thirds in intelligence. The most dramatic difference between reading and listening was found when the reading and listening scores were compared for the lowest third in reading ability and the lowest third in intelligence. In both cases, subjects scored significantly higher on the listening comprehension test. In the highest thirds in intelligence and reading ability, no significant difference was found between modalities. These results suggest a need for auditory learning activities for those scoring low in reading or in intelligence. (SW)