It wasn’t one of those times when you dismiss a student because they’ve made great strides. When I was honest with myself, I couldn’t say that the year had gone well. I thought that surely he’d be ready to cut lose when he was due for re-evaluation at the end of third grade which was why I chose the Listening Comprehension Test-2 for my assessment of choice. The last time he’d been re-evaluated, he’d just barely qualified. Every year I’d cross my fingers and hope he’d be ready to dismiss, but things just weren’t clicking. John was in third grade, and he’d been getting some type of speech or language services since he was three. The optimism about “changing the world” and “this year’s gonna be different” had faded with my challenging cases, and the one sitting in front of me was no different.
I’d reached the point in the year that my schedule was dragging and I was sick of it already.
It was getting to the point when there was not enough coffee to get me through the days. There have been many cases when this assessment has saved some of my students from falling through the cracks and the case I’m about to describe is no different. What follows is an in-depth review of The Listening Comprehension Test-2 (Bowers, Huisingh, & LoGuidice, 2006) a staple evaluation tool if you’re an SLP treating school age language disorders.
