The objectives of the study were: (1) To study and find out the cognitive abilities such as verbal intelligence, language aptitude and scholastic achievement in Tamil (regional language / mother tongue) and English among the selected primary school children. (2) To study and find out the receptive skills (reading and listening) in Tamil and English among the selected primary school children. (3) To group the selected primary school children based on their cognitive abilities such as verbal intelligence, language aptitude and scholastic achievement in Tamil and English. (4) To study and find out the effect of abilities on receptive skills among the selected primary school children. (5) To study the influence of intervening variables (non-cognitive) such as personality traits, study habits, test anxiety, failure tolerance, locus of control and self-concept on receptive skills among the selected primary school children.

The investigator conducted survey on 574, 6th std children of four schools of Sankari Educational District in the first phase and 88 children of both low and high groups in the cognitive abilities in the second phase after certain sample attrition.

The following tools were adopted and developed, by the investigator: Computer Assisted Receptive skills Assessment Package (ARSAR) (developed and validated by the investigator); Language Aptitude Test in Tamil (developed and standardized by the investigator); Language Aptitude Test in English (developed and standardized by the investigator); Group Test of intelligence in Tamil (developed in Malayalam by Nair and Amma and adopted in Tamil and standardized by the investigator); Group Test of Intelligence in English (developed and standardized by Pramila Ahiya); Children’s Personality Questionnaire (form A1 and A2) of Porter and Cattel (adopted, translated and standardized in Tamil by the investigator); A Study Habits Inventory of Patel (adopted, translated and standardized in Tamil by the investigator); Self-Concept Scale (developed and standardized in Tamil by R. Malliga); Locus of Control Questionnaire of Gandal (adopted, translated and standardized in Tamil by the investigator); Test Anxiety Questionnaire of Sarasor (adopted, translated and standardized in Tamil by the investigator); Failure Tolerance Questionnaire of Marget Mc Clifford (adopted, translated and standardized in Tamil by the investigator.

Survey research design was used. The investigator adopted “group at hand sampling method”.

The data were analyzed with the help of correlation and t-test.

The findings were: (1) There is a significant inter-relationship between the receptive variables such as reading and listening in Tamil and English. It is clearly indicated that there is interdependence between reading and listening skills in both Tamil and English. It can be said that these receptive variables are playing a major role in language acquisition and also the receptive variables facilitate to acquire the productive skills like speaking and writing. Further, the reading listening skills can be termed as receptive skills since they are interrelated with each other. (2) There is a significant mean score difference in reading skills in Tamil between high group and low group in cognitive abilities among the selected primary school children. It is evident that the ability to read in Tamil highly depends upon the cognitive abilities. It is also concluded that the children of low group have cognitive limitations that is why they are not able to achieve the exceptive reading skills. (3) There is a significant mean score difference in listening skills in Tamil between high group and low group in cognitive abilities among the selected primary school children. Based on the results, it can be concluded that the cognitive variables such as intelligence, aptitude and achievement are facilitating listening skills among the selected primary school children. Further, it can be said that the group with high cognitive abilities are healthy in mental and intellectual process, which leads to higher listening skills. (4) There is a significant mean score difference in reading skill English between high group and low group in cognitive abilities among the selected primary school children. The result indicates that the cognitive abilities of the primary school children pave the way to acquire their reading skills in English. Further it can be concluded that the reading skills and the cognitive abilities are independent with each other. (5) There is a significant mean score difference in listening skills in English between high group and low group in cognitive abilities among the selected primary school children.  (6) There is a significant relationship between locus of control and receptive skills among the selected primary school children. It is clear from the findings that the internal locus of control influences the acquisition of language skill such as reading and listening. Further, the children do not believe their own fate, luck etc., in the acquisition of receptive language skills. (7) There is no significant relationship between self-concept and receptive skills among the selected primary school children. It can be concluded that the self-concept of the selected primary school children does not influence their acquisition of receptive skills both in English and Tamil. Further, the children’s constructivist behaviour does not facilitate their receptive skills. (8) There is a significant relationship between home environment and planning of work and receptive skills among the selected primary school children. Though there is no significant relationship between home environment and planning of work and listening skills in Tamil. It can be concluded that the home environment and planning of work does not influence the receptive of the selected primary school children. Further, home is the first institution for children where the initial stage of language acquisition takes place. Hence the home environment should support the acquisition of language skills. Also it can be concluded that not only the home environment but also the planning is a necessary requirement for the acquisition of receptive language skills. (9) There is a significant relationship between habit of concentration and receptive skills among the selected primary school children. It is concluded that the habit of concentration definitely influences the acquisition of receptive language skills. Further, it can be said that the attentive behaviour of the primary school children facilitates the acquisition of reading and listening skills effectively. (10) There is a significant relationship between school environment and receptive skills among the selected primary school children. However, there is no significant relationship between school environment and listening skills in Tamil. It can be concluded that the school environment does not influence the development of receptive skills among the selected primary school children. But it is not supporting the development of listening skills in Tamil. This may be due to the limitations of research tools used for the present study or on the part of samples who might not have attentively answered the questions.