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Some measures of intelligibility and comprehension
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The subjects in both groups were told at the beginning of testing that the first
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two passages of the test and the accompanying questions were only for practice to
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familiarize them with the materials and nature of the test format. These two pas-
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sages were not scored in the final analyses reported here.
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13.4.2 Results and discussion
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The multiple-choice questions for each of the thirteen test passages were scored
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separately for each subject. A composite score was then obtained by simply
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cumulating the individual scores for each passage and then expressing this value as
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a percentage of the total possible score across all of the passages.
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The overall results for both reading and listening comprehension are shown in
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Figure 13-3 summed over all thirteen test passages. The data are also broken down
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in this figure by first and second half of the test.
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The average percent correct was 77.2 percent for subjects in the reading com-
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prehension group and 70.3 percent for subjects in the listening comprehension
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group. The 7 percent difference between these two means is small, but statistically
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significant by a t-test for independent groups (p < .05).
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100
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90 Reading Listening
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(N=22) (N=22)
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8
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§ 80
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S
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@ 5 R3S
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S 70 R R
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o O OO
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o Lo Toted
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5S¢ / 00’
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60 R Y
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Lo Loe ¥
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Lode% Loe%
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Lo Pe%e¥
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Lot ¥ Lo’
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50 Lot o/ ARKL
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Total 1St 2nd Total 18t 2nd
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score half score half
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Figure 13-3: Percent correct comprehension scores for reading and listening
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groups
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Although the reading comprehension group showed better performance over-
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all when compared with the listening comprehension group, a breakdown of the
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comprehension scores for the two halves of the test showed a significant (p < .001)
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improvement in performance only for the subjects in the listening comprehension
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condition. There were no differences between first and second halves of the test
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for subjects in the reading comprehension group. The finding of improved perfor-
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165
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