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Impact and Implications of Word-Finding Difficulties in Adolescents on Listening Comprehension Assessment

Southern Connecticut State University, New Haven

^* To whom correspondence should be addressed. E-mail: newmand5{at}southernct.edu.

	Abstract

This investigation examined the listening comprehension (LC) performance of two groups of adolescent struggling readers, one group with word-finding difficulties (WFD) and one with no word-finding difficulties (NWFD). Of interest was whether the expressive language difficulties of the WFD group would interfere with their success on a LC assessment that requires oral responses to complete. Findings indicated that whereas the performance of the WFD group was comparable with the NWFD group when LC was measured using a multiple-choice response format, their performance was significantly poorer when LC was measured using an open-ended verbal response format, suggesting that learners’ WFD could interfere with their success on such assessments. Practical implications of these findings for the assessment of LC as part of adolescents’ reading evaluations are discussed.

First published on June 2, 2009
Communication Disorders Quarterly 2009, doi:10.1177/1525740109337160


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