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The Listening Comprehension Test Adolescent
Ages: 12-17   Grades: 7-12

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.

Test Set
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The Listening Comprehension Test Adolescent FORMS (20)
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Test Purpose
The Listening Comprehension Test Adolescent assesses a student's strengths and weaknesses in specific listening comprehension skill areas related to classroom situations.


Test Description
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:

attention/recognition precision accuracy
concentration reasoning decision-making
understanding/comprehension        empathy intent/purpose
persistence problem solving        acknowledgment


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.

Examiner Qualifications
The test should only be administered by a trained professional familiar with language disorders (e.g., speech-language pathologist, psychologist).


Test Procedures

  • 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.

Testing Time

  • 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.


Copyright © 2009

Test Set includes: examiner's manual, 20 test forms
  • 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

U.S. Department of Labor. (1991). What work requires of schools. (A SCANS report for America 2000). Washington, DC: Retrieved August 7, 2009, from


Linda Bowers, Rosemary Huisingh, Carolyn LoGiudice


Linda Bowers, M.A., SLP, is a co-founder and co-owner of LinguiSystems.  She is a speech-language pathologist with wide experience serving language-disordered students of all ages.  Linda has keen professional interest in the thinking, listening, and language abilities of children and adults.

Rosemary Huisingh, M.A., SLP, is a co-founder and co-owner of LinguiSystems.  As a speech-language pathologist, she has successfully served the communication needs of school children for many years.  Rosemary is particularly interested in childhood language, vocabulary, and thinking skills.

Carolyn LoGiudice, M.A., CCC-SLP, wrote and edited products and tests for LinguiSystems for 25 years, incorporating her previous experience as an SLP in school and clinic settings.  She is now retired and savoring time with her family, friends, and hobbies.

Linda, Rosemary, and Carolyn have co-authored several tests and products, including: 
Social Language Development Test Elementary 
Social Language Development Test Asolescent
The Listening Comprehension Test 2 
Test Of Problem Solving 3 Elementary (TOPS 3 Elementary) 
Test Of Problem Solving 2 Adolescent (TOPS 2 Adolescent) 
The WORD Test 2 Elementary 
The WORD Test 2 Adolescent 
Test Of Semantic Skills Primary (TOSS P)   
Test Of Semantic Skills Intermediate (TOSS I) 
The Expressive Language Test 2  
Tasks Of Problem Solving Elementary 
Tasks Of Problem Solving Adolescent 
No-Glamour Language and Reasoning 
No-Glamour Language and Reasoning Cards 
No-Glamour Language and Reasoning Interactive Software