This study investigated the issue of EFL listening-reading proficiency disparity among Chinese college students，based on analyzing four comprehension tests involving interaction between two input modes ( listening，reading) and two language modes of the testing materials ( a radio report，an essay) ． Results show 1) reading comprehension yields significantly higher scores than listening comprehension does，regardless of language modes; 2) using the radio report in both input modes yields higher scores than using the essay in the same fashion does，only that the significance level varies from listening to reading．Based on the analysis，the article focused on exploring some major causes and solutions to the disparity issue，primarily from the perspective of advanced EFL listening instruction．