Purpose The purpose of this pilot study was to determine whether parallel measures of narrative-based listening comprehension and reading comprehension reflected the same construct and yielded comparable scores from a diverse sample of second- and third-grade students. One hundred ten students participated in this study. Method Three listening and three reading comprehension narrative retells and subsequent responses to story questions and vocabulary questions were collected using the Narrative Language Measures Listening and Reading subtests of the CUBED assessment. Results Results indicated a strong correlation between the listening comprehension and reading comprehension measures. Confirmatory factor analysis indicated that the listening and reading comprehension measures loaded onto one factor. Mean scores were not significantly different between the listening and reading comprehension measures, and the equipercentile analyses indicated that the two measures yielded scores that aligned with similar percentile rankings for a diverse sample of students, suggesting symmetry and equity. Conclusion Oral narrative language retells and responses to story and vocabulary questions could potentially serve as proxy measures for reading comprehension for young students.

中文翻译：

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使用平行的，基于叙事的方法来检查听力和阅读理解之间的关系：一项试点研究。

目的这项初步研究的目的是确定基于叙事的听力理解和阅读理解的并行测量是否反映出相同的结构并从二年级和三年级学生的不同样本中得出可比的分数。一百一十名学生参加了这项研究。方法使用CUBED评估的“叙事语言测验”听力和阅读子测验，收集三个听力和三个阅读理解叙事复述以及对故事问题和词汇问题的后续回答。结果结果表明，听力理解和阅读理解之间存在很强的相关性。验证性因素分析表明，听力和阅读理解能力属于一种因素。在听力和阅读理解量度之间的平均分数没有显着差异，并且等分百分数分析表明，这两种量度得出的分数与不同样本学生的百分等级相似，表明了对称性和公平性。结论口头叙事语言的复述以及对故事和词汇问题的回答可能会成为青年学生阅读理解的代理手段。