The comprehension of aurally-presented narrative passages by fourth-grade children as a function of listening rate and performance on 11 predictor variables was investigated. The predictor tests included: PPVT, Otis Intelligence Test, MAT, Listening Comprehension, Digit Span, Coding, Auditory Attention Span, Clerical Speed, Perceptual Speed, Auditory Vocal Sequencing, and Chronological Age. The narrative passages were presented at rates of 126, 190, 252, 312, and 380 words per minute. The criterion data were obtained from the subjects' responses to multiple-choice questions based on the content of the passages. Subjects were children in three fourth-grade classes taken from schools in neighborhoods of mixed socioeconomic levels, providing a subject pool of 72 children. The subjects in each classroom were randomly assigned to five experimental groups, yielding a total of eight subjects per group. The remaining 32 subjects served as controls. Each experimental subject was given the battery of predictor tests listed above. The subjects were then exposed to the passages at the different rates. One passage and the accompanying criterion test were presented at each of five sessions. The data indicated that a slower than mormal speed resulted in greater comprehension. In terms of most efficient use of time, however, a speed about 25 percent faster than normal was best. (Author/CK)