Use of Listening Comprehension in the Identification and Assessment of Specific Learning Difficulties

Abstract

Summary The purpose of this research was to develop an effective assessment methodology which would allow listening comprehension to be assessed and compared with reading comprehension. Stanovich (1991) has indicated the potential relevance of such a strategy to the identification of pupils with specific learning difficulties (SpLD). Initial trialing was carried out utilising parallel forms of a technique of sentence verification developed by Royer (1986) for both the reading and listening comprehension conditions. The materials were administered to 50 Year 5 and Year 9 subjects which included those with Moderate Learning Difficulties (MLD), Specific Learning Difficulties (SpLD) and controls. Standardised scores for reading accuracy and reading comprehension were also obtained. It was predicted that a) SpLD pupils would score higher on the listening comprehension tests than the MLD pupils, b) Pupils with SpLD would have a greater discrepancy between their listening comprehension and reading comprehension ...