This study investigates the differences between the auditory-visual integration ability of 80 sixth grade students when such variables as socioeconomic status, sex, intelligence, conservation ability, and reading achievement were controlled. Socioeconomic Strata were determined by Hollingshead's Four Factor Index of Social Position. The California Tests of Basic Skills were utilized to determine reading achievement level. All subjects were required to pass five or six Piagetian Conservation Tasks and to earn an intelligence quotient within the 85-115 range on the Peabody Picture Vocabulary Test. A method of equivalence developed by Birch and Belmont was used to measure auditory-visual integration. Results indicate that subjects' auditory-visual integration skills were significantly related to reading achivement levels but not to the single variables of socioeconomic status or sex. High achievers made significantly higher auditory-visual integration scores than did low achievers. In combining the variables of socioeconomic status, sex, and reading achievement level, every analysis involving the mean difference between high-achieving readers and low-achieving readers yielded significance. (Author/RL)