120 students were administered the Auditory Cognitive Styles Test and the Matching Familiar Figures Sequential Presentation Test to assess cognitive style. Estimates of intelligence were based on the California Test of Mental Maturity. Performances were used to predict achievement on the Diagnostic Reading Test: comprehension, vocabulary, and total reading. Canonical correlation indicated an over-all relationship between the cognitive style variables and intelligence in the predictor set and the three reading measures of the criterion set. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. Importance of auditory factors in understanding adults' reading is supported.
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