This study attempted to determine the amount of learning which would take place among cerebral palsied children and noncerebral palsied crippled children as compared under conditions of listening to a normal speaking rate (175 wpm) and a rapid rate (275 wpm). There were significant differences between the two samples on the comprehension test of the selection presented at 175 wpm but, contrary to expectation, the samples did not differ significantly on comprehension of the selection presented at 275 wpm.
Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test
