Date of Award
12-6-2017
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Amy Shollenbarger
Committee Members
Christina Akbari; Richard Neeley
Call Number
LD 251 .A566t 2017 D33
Abstract
The purpose of this study was to investigate valid measures of listening comprehension for English Language Learners (ELLs) in elementary school. The participants were Hispanic and recruited from the Hispanic Community Services Inc. in Jonesboro, AR. Each participant was administered a series of test batteries in the fall 2016 academic semester. The concurrent validity of the following assessments was determined through a correlational analysis: the Listening Comprehension subtest of the Woodcock Language Proficiency Battery- Revised (WLPB-R), the Listening Comprehension subtest of the Woodcock Reading Mastery Test- Third Edition (WRMT-III), and the Test for Auditory Comprehension of Language- Third Edition (TACL-3). A significant correlation was identified between the WLPB-R and the WRMT-III. However, the TACL-3 did not significantly correlate with the WLPB-R or the WRMT-III. In order to obtain a score that accurately represents an ELL’s listening comprehension skills, it is important to consider the properties of the assessment utilized.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Day, Jessica A., "A Concurrent Validity Study of Listening Comprehension Measures in English Language Learners (ELLs)" (2017). Student Theses and Dissertations. 539.
https://arch.astate.edu/all-etd/539
