Fifty-eight students (in grades 5 and 6) of average or near-average intelligence (who were reading 2 or more years below their normal expected level and who learned best through the auditory modality) took part in a study to evaluate the following areas: the effectiveness of two auditory highlighting procedures for increasing listening comprehension; the relationships between those procedures and measures of auditory and visual memory; and pupil preference for auditory highlighting procedures. Auditory highlighting procedures used were "voice cues" (in which a female voice was substituted in place of the originally recorded passages read by a male) and "pause cues" (in which the tapes were stopped by the experimenter and re-activated by Ss at the beginning of major points). Results indicated that neither highlighting technique significantly increased listening comprehension, that treatment difference scores were related to visual memory scores, and that one-half to one-third of Ss were able to predict the cue condition in which they would perform the best. (LS)