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Details van artikel 224 van 235 gevonden artikelen
| Titel: |
Use of Listening Comprehension in the Identification and Assessment of Specific Learning Difficulties |
| Auteur: |
Bedford-Feuell, C. Geiger, S. Moyse, S. Turner, M. |
| Verschenen in: |
Educational psychology in practice |
| Paginering: | Jaargang 10 (1995) nr. 4 pagina's 207-214 |
| Jaar: |
1995-01 |
| Inhoud: |
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 at higher levels of text difficulty whereas pupils with MLD would have less discrepancy between the two types of comprehension, c) Groups would respond differently to the sentence types. Results indicated that this new approach to reading comprehension, which can be used with non-verbal responses correlated highly with the New Macmillan Reading Analysis comprehension scores. There was evidence that the orally administered test offered a valid method of measuring listening comprehension. The materials offer the potential for diagnostic reading assessment to identify individual pupil's comprehension difficulties as well as providing a means to discriminate between moderate and specific learning difficulties. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 224 van 235 gevonden artikelen
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