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A comparative study of listening comprehension measures in English as an additional language and native English-speaking primary school children

This paper presents work that was funded by the ESRC through a doctoral fellowship awarded to the first author (supervised by the second author). It is the first paper to illustrate the differential outcomes of listening comprehension measures in children with English as an Additional Language (EAL). This empirical demonstration is important because researchers have been concerned about problems associated with measuring listening comprehension skills in young children. This study demonstrates the impact of different listening comprehension measures which can help researchers make more informed choices about their dependent measures.