Preliminary Findings to Support the Internal Consistency and Factor Structure of the Ferrari-Lynch-Vogel Listening Test (FLVLT)

References

• Armstrong, D., & Ferrari-Bridgers, F. (Forthcoming). Improving critical listening skills in EMT students. Irish Journal of Paramedicine, 4(2). doi.org/doi:10.32378/ijp.v4i2.192
   Google Scholar
• Ashcraft, M. (2006). Cognition (4th ed.). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Baker, L., & Beal, L. C. (2009). Metacognitive processes and reading comprehension. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 373–388). New York, NY: Routledge.
   Google Scholar
• Bodie, G. D. (2010). Treating listening ethically. International Journal of Listening, 24, 185–188. doi:10.1080/10904018.2010.513666
   Google Scholar
• Bodie, G. D. (2012). Listening as positive communication. In T. Socha & M. Pitts (Eds.), The positive side of interpersonal communication (pp. 109–125). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Bodie, G. D., & Worthington, D. L. (2010). Revising the listening styles profile (LSP-16): A confirmatory factor analytic approach to scale validation and reliability estimation. International Journal of Listening, 24, 69–88. doi:10.1080/10904011003744516
   Google Scholar
• Bodie, G. D., Worthington, D. L., & Gearhart, C. C. (2013). The listening styles profile revised (LSP-R): A scale revision and evidence for validity. Communication Quarterly, 61, 72–90. doi:10.1080/01463373.2012.720343
   Google Scholar
• Bodie, G. D., Worthington, D. L., Imhof, M., & Cooper, L. O. (2008). What would a unified field of listening look like? A proposal linking past perspectives and future endeavors. International Journal of Listening, 22, 103–122. doi:10.1080/10904010802174867
   Google Scholar
• Cooper, M. (1988). NIU listening exam: Assessing college level listening skills. International Journal of Listening, 2, 53–74. doi:10.1080/10904018.1988.10499097
   Google Scholar
• Durgunoglu, A., & Jehng, J. C. (1991). Elaborative inferences on an expository text. Contemporary Educational Psychology, 16, 1–14. doi:10.1016/0361-476X(91)90012-A
   Web of Science ®Google Scholar
• Ebel, R. L. (1965). Measuring educational achievement. Englewood Clifts, NJ: Prentice Hall.
   Google Scholar
• Elosúa, M. R., García Madruga, J. A., Gómez-Veiga, I., López-Escribano, C., Pérez, E., & Orjales, I. (2012). Habilidades lectoras y rendimiento academic en 3o y 6o de primaria: Aspectos evolutivos y educativos. Estudios De Psicologi´a, 33, 207–218. doi:10.1174/021093912800676411
   Web of Science ®Google Scholar
• Elosúa, M. R., García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., & Gil, L. (2013). Improving reading comprehension: From metacognitive intervention on strategies to the intervention on working memory executive processes. Universitas Psychologica, 12(5), 2–35. doi:10.11144/Javeriana.UPSY12-5.ircm
   Web of Science ®Google Scholar
• Ferrari-Bridgers, F., Stroumbakis, K., Drini, M., Lynch, B., & Vogel, R. (2016). Assessing critical analytical listening skills in math and engineering students: An exploratory inquiry of how analytical listening skills can positively impact learning. International Journal of Listening, 31, 121–141. doi:10.1080/10904018.2016.1222910
   Google Scholar
• Ferrari-Bridgers, F., Vogel, R., & Lynch, B. (2015). Fostering and assessing critical listening skills in the speech course. International Journal of Listening, 31, 19–32. doi:10.1080/10904018.2015.1020231
   Google Scholar
• Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75, 173–180. doi:10.1111/j.1540-4781.1991.tb05348.x
   Web of Science ®Google Scholar
• Floyd, J. F., & Clements, S. M. (2005). The vital importance of critical listening: An extended example. International Journal of Listening, 19, 39–47. doi:10.1080/10904018.2005.10499072
   Google Scholar
• Ford, J. K., MacCallum, R. C., & Tait, M. (1986). The application of exploratory factor analysis in applied- psychology - A critical-review and analysis. Personnel Psychology, 39, 291–314. doi:10.1111/j.1744-6570.1986.tb00583.x
   Web of Science ®Google Scholar
• Francis, D. J., Snow, C. E., August, D., Carlson, C. D., Miller, J., & Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10, 301–322. doi:10.1207/s1532799xssr1003_6
   Web of Science ®Google Scholar
• Furr, R. M., & Bacharach, V. R. (2008). Psychometrics: An introduction. Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Goss, B. (1982). Listening in information processing. Communication Quarterly, 30, 304–307. doi:10.1080/01463378209369465
   Google Scholar
• Graesser, A. C., & Zwaan, R. A. (1995). Inference generation and the construction of situation models. In C. A. Weaver, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension: Strategies and processing revisited (pp. 117–139). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Hare, V. C., & Milligan, B. (1984). Main idea identification: Instructional explanations in four basal reader series. Journal of Reading Behaviors, 16, 189–204. doi:10.1080/10862968409547515
   Web of Science ®Google Scholar
• Harris, A. J., & Sipay, E. R. (1980). How to increase reading ability: A guide to development and remedial methods (7th ed.). New York, NY: Longman.
   Google Scholar
• Imhof, M. (2004). Who are we as we listen? Individual listening profiles in varying contexts. International Journal of Listening, 18, 36–45. doi:10.1080/10904018.2004.10499061
   Google Scholar
• Imhof, M. (2010). What is going on in the mind of a listener? In A. D. Wolvin (Ed.), The cognitive psychology of listening, in listening and human communication in the 21st. century (pp. 139–156). Oxford, UK: Wiley-Blackwell. doi:10.1002/9781444314908.ch4
   Google Scholar
• Imhof, M., & Janusik, L. A. (2006). Development and validation of the Imhof-Janusik Listening Concepts Inventory to measure listening conceptualization differences between cultures. Journal of Intercultural Communication Research, 35, 79–98. doi:10.1080/17475750600909246
   Google Scholar
• Janusik, L. A. (2002). Teaching listening: What do we do? What should we do? International Journal of Listening, 16, 5–39. doi:10.1080/10904018.2002.10499047
   Google Scholar
• Janusik, L. A. (2004). Conversational listening span: A proposed measure of conversational listening. International Journal of Listening, 19, 12–28. doi:10.1080/10904018.2005.10499070
   Google Scholar
• Jitendra, A. K., & Gajria, M. (2011). Main idea and summarization instruction to improve reading comprehension. In R. E. O’Connor & P. F. Vadasy (Eds.), Handbook of reading interventions (pp. 198–219). New York, NY: Guilford Press.
   Google Scholar
• Jolly, H. B., Jr. (1974). Determining main ideas: A basic study skill. In L. E. Hafner (Ed.), Improving reading in middle and secondary school: Selected readings (pp. 162–172). New York, NY: Macmillan.
   Google Scholar
• Kintsch, W. (1986). Learning from text. Cognition and Instruction, 3, 87–108. doi:10.1207/s1532690xci0302_1
   Google Scholar
• Liu, X., & Brown, G. T. L. (2019). Investigating students’ perceived cognitive needs in university academic reading: A latent variable approach. Journal of Research in Reading, 42, 411–431. doi:10.1111/1467-9817.12275
   Web of Science ®Google Scholar
• McDonald, M. E. (2007). The nurse educator’s guide to assessing learning outcomes. Sudbury, MA: Jones and Bartlett.
   Google Scholar
• McKoon, G., & Ratcliff, R. (1986). Inferences about predictable events. Journal of Experimental Psychology: Learning Memory, and Cognition, 12, 82–91. doi:10.1037/0278-7393.12.1.82
   PubMed Web of Science ®Google Scholar
• Mitra, N. K., Nagaraja, H. S., Ponnudurai, G., & Judson, J. P. (2009). The levels of difficulty and discrimination indices in type A multiple choice questions of pre-clinical semester multidisciplinary summative tests. International e-Journal of Science, Medicine and Education, 3, 2–7.
   Google Scholar
• Potts, G. R., Keenan, J. M., & Golding, J. M. (1988). Assessing the occurrence of elaborative inferences: Lexical decision versus naming. Journal of Memory and Language, 27, 399–415. doi:10.1016/0749-596X(88)90064-2
   Web of Science ®Google Scholar
• Rinck, M., & Bower, G. H. (2000). Temporal and spatial distance in situation model. Memory & Cognition, 28, 1310–1320. doi:10.3758/BF03211832
   PubMed Web of Science ®Google Scholar
• Seifert, C. M., Robertson, S. P., & Black, J. B. (1985). Types of inferences generated during reading. Journal of Memory and Language, 24, 405–422. doi:10.1016/0749-596X(85)90037-3
   Web of Science ®Google Scholar
• Sjostrom, C. L., & Hare, V. C. (1984). Teaching high school students to identify main ideas in expository text. Journal of Educational Research, 78, 114–118. doi:10.1080/00220671.1984.10885584
   Web of Science ®Google Scholar
• Spiro, R. J., Vispoel, W. L., Samarapungavan, A., Schmitz, J., & Boerger, A. E. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. In B. K. Britton & S. M. Glynn (Eds.), Executive control processes in reading (pp. 177–199). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Stevens, E. A., Park, S., & Vaughn, S. (2019). A review of summarizing and main idea interventions for struggling readers in grades 3 through 12: 1978–2016. Remedial & Special Education, 40, 131–149. doi:10.1177/0741932517749940
   Web of Science ®Google Scholar
• Stevens, R. J. (1988). Effects of strategy training on the identification of main ideas in expository passages. Journal of Educational Psychology, 80, 21–26. doi:10.1037/0022-0663.80.1.21
   Web of Science ®Google Scholar
• Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology, 106, 799–814. doi:10.1037/a0036035
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Upper Saddle River, NJ: Pearson Allyn & Bacon.
   Google Scholar
• Thompson, K., Leintz, P., Nevers, B., & Witkowski, S. (2004). The integrative listening model: An approach to teaching and learning listening. The Journal of General Education, 53, 225–246. doi:10.1353/jge.2005.0011
   Google Scholar
• Van den Broek, P., Lynch, J. S., Naslund, J., Ievers-Landis, C. E., & Verduin, K. (2003). The development of comprehension of main ideas in narratives: Evidence from the selection of titles. Journal of Educational Psychology, 95, 707–718. doi:10.1037/0022-0663.95.4.707
   Web of Science ®Google Scholar
• Watson, K. W., Barker, L. L., & Weaver III, J. B. (1995). The listening styles profile (LSP-16): Development and validation of an instrument to assess four listening styles. International Journal of Listening, 9, 1–13. doi:10.1080/10904018.1995.10499138
   Google Scholar
• Whitney, P. (1987). Psychological theories of elaborative inferences: Implications for schema theoretic views of comprehension. Reading Research Quarterly, 22, 229–310. doi:10.1016/0361-476X(91)90012-A
   Web of Science ®Google Scholar
• Wolff, F. I., & Marsnik, N. C. (1992). Perceptive listening (2nd ed.). Fort Worth, TX: Harcourt Brace Jovanovich.
   Google Scholar
• Wolvin, A. D., & Coakley, C. G. (1988). Listening. Dubuque, IA: William C. Brown Publishers.
   Google Scholar
• Wolvin, A. D., & Coakley, C. G. (1993). A listening taxonomy. In A. D. Wolvin & C. G. Coakley (Eds.), Perspectives on Listening (pp. 15–22). Norwood, NJ: Ablex Publishing.
   Google Scholar
• Wolvin, A. D., & Coakley, C. G. (1996). Listening (5th ed.). New York, NY: McGraw-Hill.
   Google Scholar