Learn why your student has trouble sequencing information, participating in classroom discussions, following directions, or paying attention to the details of instructions with this test.
The Listening Comprehension Test Adolescent assesses a student's strengths and weaknesses in specific listening comprehension skill areas related to classroom situations.
The Listening Comprehension Test Adolescent assesses listening through natural classroom situations rather than evaluating listening through simple repetition or discrimination subtests.
The test emphasizes the integrative disposition of listening by focusing on these cognitive/listening processes:
The subtests evaluate a student's performance of skills which are essential for success in classroom listening:
|summarizing/sequencing information||following directions|
|participation in class discussions||attending to details|
|understanding the main idea||listening for meaning|
|understanding language concepts|
- Main Idea—The student listens to a story and identifies the main idea.
- Details—The student remembers story details well enough to answer questions about them.
- Reasoning—The student answers inference and reasoning questions about the story.
- Vocabulary and Semantics—The student defines, interprets, or gives a synonym for words used in the story.
- Understanding Messages—The student listens to a brief message and answers questions about relevant information in the message.
The test should only be administered by a trained professional familiar with language disorders (e.g., speech-language pathologist, psychologist).
- Begin with Subtest A, Item 1. Present each item and all instructions verbally to the student. Each subtest is administered in its entirety.
- There are no basals or ceilings.
- Guidelines for using prompts are included in the Examiner's Manual.
- 35-40 minutes
Scoring/Types of Scores
The response to each test item is scored as correct or incorrect by entering a 1 or 0 in the appropriate box on the test form. The score is 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. Scoring Standards are included in the Examiner's Manual and serve as a reference to determine the appropriateness of responses.
- Raw Scores can be converted to:
- Age Equivalents
- Percentile Ranks
- Standard Scores
Discussion of Performance
The Discussion of Performance section found in the Examiner's Manual helps you bridge from assessment to treatment. It 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. The Discussion of Performance for each subtest also includes general remediation strategies you can incorporate immediately into your therapy program or ask teachers and parents to do.
Standardization and Statistics
Two studies were conducted on The Listening Comprehension Test Adolescent – the item pool study and the standardization study. The item pool study consisted of 439 subjects. The test was standardized on 1,453 subjects that represented the latest National Census for race, gender, age, and educational placement. In addition, 104 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 .89 and 4.83. Total test item homogeneity is .93. Reliability tests include: SEM, Inter-Rater Reliability, Test-Retest, and Item Homogeneity (KR20).
- Validity—established by the use of content and contrasted group validity. Results revealed that the subtests and skills selected were those reflective of listening comprehension and language in adolescents and that the test differentiates subjects with language disorders from subjects developing language normally.
- Ninety eight 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 .90. Validity tests include: Contrast Groups (t-values), Point Biserial Correlations, Subtest Intercorrelations, and Correlations between Subtests and Total Test.
- Race/Socioeconomic Group Difference Analyses—conducted at the item and subtest levels. Race/socioeconomic group performance was conducted at the subtest level. Tests included the Analysis of Variance (ANOVA), z-tests, and Chi Square which indicated that these demographics were not strong factors.
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- 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" and 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 Semantics, and Understanding Messages.
The Listening Comprehension Test Adolescent incorporates these principles and is also based on expert professional practice.
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 August 7, 2009, 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 August 7, 2009, from http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf