Find out if your student processes what he hears well enough to keep up with his peers in the classroom.
The Listening Comprehension Test 2 assesses listening through natural classroom situations rather than evaluating listening through simple repetition or discrimination subtests. The tasks reveal students' strengths and weaknesses in integrated language problem solving, reasoning, and comprehension of material presented auditorily.
Because children need the basic skill of listening (receiving, attending to, interpreting, and responding to verbal messages and other cues) in order to succeed in school and in life and because classroom listening is such an integrated process, each subtest on The Listening Comprehension Test 2 require students to:
- pay careful attention to what they hear
- listen with a purpose in mind
- remember what they hear well enough to think about it
- avoid being impulsive in giving answers
- express answers verbally
The test, as closely as possible, models the type of listening required in the classroom. The student must determine what part of the message needs immediate attention, organize and understand the input, and plan appropriate responses. In order to respond, the student must integrate the communication skills of vocabulary and semantics, syntax and morphology, phonology, and thinking.
- Subtest A: Main Idea
The student identifies the main idea after listening to a passage read aloud by the examiner. The student must recall his background knowledge of the topic and process the overall meaning of the passage.
- Subtest B: Details
The student listens to a passage and answers a question about the details. The student must rely on grammar, vocabulary, and the semantics of the passage to comprehend the details.
- Subtest C: Reasoning
This subtest taps into higher-level cognitive skills. The student infers answers from information presented verbally.
- Subtest D: Vocabulary
The student gives a one-word synonym or a descriptive definition for a word heard in a passage.
- Subtest E: Understanding Messages
The student listens to a short message and answers two questions about it.
The test should only be administered by a trained professional familiar with language disorders (e.g., speech-language pathologist, psychologist).
- Begin testing with the demonstration item which is read aloud to the student. This item can be repeated, altered, or explained to show the student how to respond. Proceed to the first item and administer each task in its entirety.
- Basals and ceilings are not used.
- 35 minutes
Scoring/Types of Scores
A score of 1 or 0 is assigned to each response based on the relevancy of the response to the question and on the quality of the response regarding the intent of the message, semantics, and vocabulary.
- Raw Scores are converted to:
- Age Equivalents
- Percentile Ranks
- Standard Scores
Discussion of Performance
The Discussion of Performance section found in the Examiner's Manual was developed to guide the examiner to make appropriate and educationally-relevant recommendations for remediation based on a clear understanding of each subtest.
The skills students need to be successful on each subtest are delineated and applied to classroom performance.
General remediation strategies for therapy, teachers, and parents to do are also included.
Standardization and Statistics
Two studies were conducted on The Listening Comprehension Test 2 – the item pool study and the standardization study. The test was standardized on 1,504 subjects that represented the 2000 National Census for race, gender, age, and educational placement. In addition, 251 subjects with language disorders were used in the validity studies.
- Reliability—established by the use of test-retest and internal consistency methods for all the subtests and the total test at all age levels. Reliability coefficients and SEM for the total test are .91 and 3.65. Reliability tests include: SEM, Inter-Rater Reliability, Test-Retest, and Item Homogeneity (KR20).
- Validity—established by the use of content validity and contrasted group validity. Results revealed that the subtests and skills selected were those reflective of listening comprehension and language of elementary age students and that the test has a highly satisfactory ability to differentiate subjects with language disorders from subjects developing language normally. Validity tests include: Contrast Groups (t-values), Point Biserial Correlations, Subtest Intercorrelations, and Correlations between Subtests and Total Test.
- Ninety percent of the individual items showed statistically significant pass/fail correlations with subtest scores. Subtest Intercorrelations and correlations between subtests and total test ranged from .76 to .92.
- Race/Socioeconomic Group Difference Analyses—conducted at the item and subtest levels. Tests included the Analysis of Variance (ANOVA), z-tests, and Chi Square which indicated that these demographics were not strong factors.
Copyright © 2006
This test offers a view of the student's listening skills that is not duplicated by any other test that I have. For 6-9 year-olds, there is nothing comparable. Its results are functional and meaningful because it simulates what happens in the classroom by measuring receptive language at the discourse level. Thank you for publishing this test.
Helen Cox, SLP
South Orange, NJ
I just gave The Listening Comprehension Test 2 for the first time and I really liked it because it is more curriculum-based with a big focus on vocabulary. It was shorter to give with less reading, PLUS, it qualified my student! I would say this test is not just for listening comprehension, but is also good for vocabulary assessment. I can even write some good IEP goals from the test results. As the coordinator for 23 SLPs in my school district, I somewhat dread test revisions as it is so costly to order for all. HOWEVER, this is one test that is worth the money!
JoAnn Greer, SLP
Lee's Summit, MO
- Listening is a large part of learning in the classroom and is our primary means of interacting with others on a personal basis. Speech-language pathologists need effective evaluation tools to assess children's listening skills and how this impacts academic success (ASHA, 2004).
- Students need the basic skills of listening in order to succeed in school, social situations, and later in the workplace. These skills include receiving, attending to, interpreting, and responding to verbal messages (U.S. Department of Labor, 1991).
- Listening is a large part of learning in the classroom and is one of our primary means of interacting with others on a personal basis. It is also one of the essential "foundation skills." Good listening skills will prepare children to eventually succeed in the workplace (U.S. Department of Labor, 1991).
- Explicit teaching of listening skills is vital in both elementary and secondary school since a large majority of academic skills are delivered verbally. Listening skills are necessary for both literacy development and overall academic achievement (Beall, Gill-Rosier, Tate, & Matten, 2008).
- Effective listening strategies include listening for details and main ideas, predicting, drawing inferences, summarizing, recognizing cognates, and recognizing word-order patterns (NCLRC, 2004). The five subtests of this evaluation include Main Idea, Details, Reasoning, Vocabulary, and Understanding Messages.
The Listening Comprehension Test 2 incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology. Retrieved May 3, 2010, from www.asha.org/docs/pdf/PP2004-00191.pdf
Beall, M.L., Gill-Rosier, J., Tate, J., & Matten, A. (2008). State of the context: Listening in education. The International Journal of Listening, 22, 123-132.
National Capital Language Resource Center (NCLRC). (2004). Strategies for developing listening skills. Retrieved May 3, 2010, from www.nclrc.org/essentials/listening/stratlisten.htm
U.S. Department of Labor. (1991). What work requires of schools. (A SCANS report for America 2000). Washington, DC: Retrieved May 3, 2010, from http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf