We know that children with hearing loss will miss out on incidental language learning and will have challenges perceiving speech optimally in a typical classroom. So what CAN they do with what they hear? We need to learn which of our students have trouble sequencing information, participating in classroom discussions, following directions, or paying attention to the details of instructions. Relevant tests for adolescents are hard to find – and this is a GOOD one! I highly recommend this test for every secondary student who is included in the general education classroom. This test is expensive, but worth it for the eligibility as you are comparing the child with hearing loss to almost 1500 typically hearing students and also for the planning information obtained. Karen Anderson, Director
Ages 12-17 years. 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.
Listening Comprehension Test Adolescent: Examiner’s Manual & 20 Test Forms $155.00
20 Listening Comprehension Test Adolescent Test Forms $40.00 not yet available (request at firstname.lastname@example.org)
Also see Listening Comprehension Test 2 (ages 6-11)
The Listening Comprehension Test Adolescent measures classroom listening behaviors in students ages 12-17:
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 acknowledgmentThe 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 conceptsThe 5 subtests include:
- 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.
- Begin with Subtest A, Item 1. Present each item and all instructions verbally to the student. Each subtest is administered in its entirety.
- 35-40 minutes
The test should only be administered by a trained professional familiar with language disorders (e.g., teacher of the deaf/hard of hearing, speech-language pathologist, psychologist).
Testing results generate normative scores, including age equivalencies, percentile rank and standard scores for each subtest and the total test score, which can then be charted on a performance grid.
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.