CELF 4

Clinical evaluation of language fundamentals

The CELF 4 is an individually administered clinical assessment tool for the identification,
diagnosis, and monitoring of language and communication disorders in Spanish-speaking
students, based on a normative sample of 800 students from the United States and Puerto Rico.
Rich.

Age range of application : 5 years 0 months to 21 years 11 months .

Materials included in the test

- Examiner's manual (contains standardized scores).
- Stimulus manual (visual stimuli necessary for the subtests).
- Registration booklet (contains administration instructions for each test according to the
relevant age).
- Rating scales ( Pragmatic Classification and Language Rating Scale ).

Characteristics
CELF 4 provides a flexible, multi-perspective assessment process that determines a student's
communication and language strengths and weaknesses.

The evaluation process is described through four levels that do not imply a particular order of
taking. The path that can be chosen for a given student depends on the professional's clinical
judgment, the professional's linguistic performance, and the reference questions that must be
answered. The complete test can be administered following the order proposed by the levels or
choose one level or more than one in any order.

CELF 4 - EVALUATION PROCESS

• Level 1 : Identify whether or not a language disorder exists. (From this evaluation the
Core Language Score will be obtained.)
• Level 2 : Describe the nature of the disorder. (From this evaluation, the following will be
obtained for all ages: Receptive Language Index , Expressive Language Index ,
Language Content Index ; For ages 5-8 language structure index and for ages 9-21
Language Memory Index ).
• Level 3 : Assess underlying clinical behaviors. (Includes supplemental tests, and also the
Working Memory Index . )
• Level 4 : Evaluate language and communication in context. (Includes classification and
assessment scales).

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 Description of the measures included in the CELF-4
Measures Task done
Concepts and following directions The student points out items from the stimulus
manual according to verbal commands.
word structure
The student completes a sentence (closing
procedure) with the white structure.
Remembering prayers
The student repeats orally presented sentences
Sentence formulation The student formulates a sentence according to
the visual stimulus presented, using target
words or phrases.
Word classes 1 & 2 The student chooses two words that are related
and describes that relationship.
Sentence structure The student points to an image that illustrates
the orally presented sentence.
Expressive vocabulary The student nominates an object, person, or
activity portrayed in the stimuli.
Word definitions The student identifies a word that is named and
used in a sentence.
Understanding paragraphs
The student answers questions referring to
paragraphs presented orally. The questions
relate to the main idea, details, sequence, and
predictive and inferential information.
Phonological awareness The student mixes syllables, phonemes,
substitutes phonemes, eliminates syllables and
phonemes and identifies sounds and syllables in
Fast and automatic enumeration The student names familiar colors, shapes, color
combinations, and shapes while their
performance is timed.
Word association (Semantic fluency) The student nominates words from specific
categories for one minute.
Repetition of numbers 1 & 2 The student repeats numbers directly and
inversely.
Family sequences 1 & 2
The student names the days of the week, counts
backwards, and sorts other information while
his or her performance is timed.
Pragmatic classification Information is obtained from caregivers or
teachers about the student's social language
skills.
Language rating scale The caregiver, teacher, and student rate
communication and interaction skills at school.

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 Measures administered at each level of the evaluation process

5-8 YEARS 9-12 YEARS 13-21 YEARS

Level 1 Level 1 Level 1
Detecting if there is a Leng disorder. Detecting if there is a Leng disorder. Detecting if there is a Leng disorder.
Core Language Score (CLS) Core Language Score (CLS) Core Language Score (CLS)
Concepts and following directions Concepts and following directions Remembering prayers
Word structure Remembering sentences Remembering sentences Sentence formulation
Formulating sentences Sentence formulation Word Classes 2 - Total
Word definitions
Level 2 Word Classes 2-Receptive
Describing the nature of the disorder Level 2 Level 2
Receptive Language Index (RLI) Describing the nature of the disorder Describing the nature of the disorder
Concepts and Following Directions Word Receptive Language Index (RLI) Receptive Language Index (RLI)
Classes 1 & 2 - Receptive Sentence Concepts and following directions Word Classes 2 - Receptive
Structure Word Classes 2 - Receptive Understanding paragraphs

Expressive Language Index (ELI) Expressive Language Index (ELI)

Word structure Remembering sentences Remembering prayers Expressive Language Index (ELI)
Formulating sentences Sentence formulation Remembering prayers
Sentence formulation
Word Classes 2 - Expressive
Language Content Index (LCI) Word Classes 2 - Expressive
Concepts and following directions Word Language Content Index (LCI)
classes 1 & 2- Total Expressive vocabulary Language Content Index (LCI)
Word Classes 2 - Total
Word definitions
Expressive vocabulary (9 years) Definitions Understanding paragraphs
Language Structure Index (LSI)
of words (10-12 years) Understanding
Word Structure Remembering Sentences
paragraphs
Formulating Sentences Sentence Structure
Language Memory Index (LMI)
Language Memory Index (LMI)
Level 3 Remembering prayers
Concepts and following directions Sentence formulation
Assessing underlying clinical behaviors Remembering sentences
Phonological awareness Sentence formulation
word association
Fast and automatic enumeration
Working Memory Index (WMI)
Number repetition - Total
Family sequences 1 Level 3 Level 3
Level 4 Assessing underlying clinical behaviors Assessing underlying clinical behaviors
Evaluating language and communication Phonological awareness word association
in context word association Fast and automatic enumeration
Pragmatic classification Fast and automatic enumeration
Working Memory Index (WMI)
Language rating scale Working Memory Index (WMI)
Repetition of numbers 1 & 2
Number repetition -1 Family sequences 1 & 2
Family sequences 1
Level 4 Level 4
Evaluating language and Evaluating language and
communication in context communication in context
Pragmatic classification
Pragmatic classification
Language rating scale
Language rating scale

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FUNDAMENTALS OF THE DEVELOPMENT OF THE TEST BY LEVELS

Core language score

A significant difference between the structure of the CELF-3 and the CELF-4 is the new
identification of four different core scores for each age group, which result from the
interrelation of the most discriminating and clinically sensitive subtests for the identification of
language disorder. .

Index Scores
These scores provide information about the student's weaknesses and strengths across
expressive and comprehensive modalities, as well as indices of language content, language
structure, and language memory. These indices are composite scores that are obtained from
scale scores (see table to determine the tests to be taken to obtain said indices, according to
each age) that resulted from the clinical judgment of language experts and from statistical
factorial analysis that confirmed the indices.

The reason for retaining the classic division of Comprehensive Language - Expressive Language is
because in different regions it is still used as part of the diagnostic process. Furthermore, this
arbitrary division was confirmed by factor analysis.

Working memory is significant because of its close relationship with language learning. For this
reason a working memory index is provided. The subtests that make up the index come from the
Children's Memory Scale and WISC-III, with their own standardization.

Subtest design
Concepts and following directions : Difficulties following verbal commands in the classroom and
in other daily life situations may be an indicator of possible underlying language disorder.
Difficulty in this skill can manifest delays in the acquisition and interpretation of concepts that
express quantity, spatial and/or temporal relationships. Difficulties in sequencing or ordering
tasks according to a specific sequence, in interpreting and monitoring temporal sequences or in
the order of requested actions, in interpreting conditional relationships within the
order/instruction.
This test evaluates the student's ability to interpret verbal commands that contain linguistic
concepts that require logical operations.

Different starting points were determined according to age (5-8 years start in item 1, 9 12 years
starts in item 12). Both beginnings contain demonstration and test items. Items 1 to 23 require
logical operations ( and, or ); Items 24 to 50 measure the ability to interpret, remember, and
execute verbal commands containing guidance, multiple commands, and modifications.

Normative scores are offered for ages up to 12 years 11 months. Beyond that age, criterion
scores are offered for students who appear to have lower linguistic functioning than expected
for their chronological age.

Word structure : Children with language disorders may have difficulty mastering the rules of
word structures. They may have difficulty with semantic distinctions of spatial and temporal
notions, size, quantity, attribute, similarities and differences; the phonological rules that
condition the inflection of morphemes and the distinctions of the syntactic roles of words.

Some research questions the usefulness of testing certain morphosyntactic structures in the
identification of children with language disorders (Jackson-Maldonado, 2004; Restrepo &
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Gutiérrez-Clellan, 2004). However, the analysis of the normative sample, although it
demonstrates that these structures are not highly discriminating like other grammatical forms
independently, as a group, these items increase discrimination between children with typical
language development from those with disorder.

Normative scores are not included for ages older than 8 years 11 months. But the subtest can be
taken to gather information in children of older chronological age who appear to function
linguistically less than expected for their chronological age.

Remembering sentences : Individuals with language disorders often have difficulty remembering
and repeating sentences. These difficulties are related to the complexity of the structure, the
length of the words and the density of the information that must be remembered. For example,
individuals with a language disorder may have difficulty recalling propositions or intentions
expressed in the passive voice, such as transformations of the indirect object and relative
clauses (Leonard, 1997). Deficits in sentence imitation are widely considered potential markers
of individuals with SLI (specific language impairment). This task appears to take advantage of the
individual's linguistic knowledge and phonological working memory, thus becoming an
important marker.

Slobin and Wlesh (1973) indicate that children translate sentences into their own language
system and then repeat them using their own rules. According to these researchers, the
characteristics of the child's language system can be evaluated using repetition, only if the
stimulus is long enough to occupy the child's memory, considering that the child will be able to
perfectly imitate the sentence that is within the limits of your memory capacity.

Sentence formulation : Ability to formulate grammatically-semantically complete sentences.

Individuals with language disorders experience difficulties in formulating compound sentences,
complex sentences with adverbs, with embedded noun phrases.

Word classes 1 and 2 : Measures the ability to perceive, understand and explain relationships
between associated words. Individuals with language disorders frequently present difficulty
understanding specific categories of words. Problems may be evident in both performance and
production. The ability to perceive associations between words depends on the adequacy in
identifying the dimensions of the relationships (same class of words, antonyms or synonyms,
part-whole relationships, spatial, temporal relationships or other types of relationships).

Three scores are obtained: receptive, expressive and total.

Sentence structure : Individuals with language disorder frequently experience difficulty

mastering syntactic structures. They may have problems with the processing and interpretation
of sentences when they become more complex in structure and semantic density (idea density).
These individuals may also have difficulty integrating the surface and deep structure of the
sentence. Although some children seem to understand the words used in sentences, they do not
understand the interrelationships between words and sentences. This seems obvious for
subordinate clauses or relative clauses. This test focuses especially on syntax at the sentence
level and allows comparison with expressive syntactic skills ( Formulating sentences ).

Expressive vocabulary : From 5 to 9 years. This test is new to CELF-4, and is added in conjunction
with Word Definitions to assess the semantic components of language more broadly than in
CELF-3. This subtest assesses the ability students need in academic contexts to name images,
graphs, diagrams, and other illustrations as well as spontaneous language to express concise

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meaning.

Word definitions : From 10 to 21 years old. Evaluates the student's ability to analyze words,
define them referring to their category and shared relationships.
Many individuals with a language disorder have difficulty with semantics, the individual meaning
of words, and the rules that govern the combination of their meanings to form meaningful
phrases and sentences. Difficulty with semantics can be observed in several ways: reduced
vocabulary, few semantic categories, deficits in recall, poor ability to associate words; and
difficulty with figurative language, metaphors, humor, and idioms. This subtest is new in CELF-4,
and is added for the evaluation of semantic skills.

Understanding paragraphs : From 5 to 21 years old. It measures the ability to interpret textual
and inferential information presented orally through the examiner's reading of paragraphs.
Individuals with a language disorder may have difficulty using information presented in
paragraphs (oral) and identifying cause-effect relationships, making inferences and predictions.

Phonological awareness (supplementary test) : Ages 5 to 12.

Phonological awareness can be defined as the awareness of a system of sounds in language at
the level of word, syllable and phoneme. It is a skill that can affect articulation, auditory
processing, and the development of word production and knowledge. It is also crucial in the
success of literacy development.

Word association (supplementary test) : “Semantic fluency” . It measures the ability to evoke lexical
labels belonging to semantic categories for 1 minute.
Several individuals with language disorders present difficulty with verbal fluency of semantic
association. Their responses rotate between different categories in their attempt to evoke a
series of related words, and may not achieve an efficient grouping strategy.

Repetition of numbers 1 and 2 (supplementary test) : From 5 to 21 years (see protocol according
to age group).
The purpose is to obtain a measure of working memory. The task requires a significant amount
of attention, concentration and working memory (auditory and verbal). Together with the
Family Sequences 1 and 2 subtest, it allows the evaluation of the effects of working memory and
language.

Family sequences 1 and 2 (supplementary test) : From 5 to 21 years (see protocol according to
age group).
It measures the student's ability to retrieve common information and, in turn, manipulate it
mentally as quickly as possible.

Rapid and automatic enumeration (supplementary test) : From 5 to 21 years.

Measures the ability of automatic, rapid and spontaneous speech. The bases of this subtest
come from the original work of Stroop (1935). In one experiment, Stroop explored the
interference effect of color incompatibility in texts whose names referred to a color (different
from the one they were “painted”). Stroop and other researchers observed a significant
interference effect as task completion time increased. Longitudinal studies of development
through the Stroop task (Comalli, Wapner, Werner, 1962) indicated that the interference effect
begins in the early school years and reaches its maximum at ages 7-8 as reading skills improve.
There is also evidence that children with reading difficulties, autism, language disorders and
hyperactivity show a relevant Stroop effect.

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Pragmatic classification (supplementary test) : From 5 to 21 years.
The scale serves to obtain information about the verbal and non-verbal social development, as
well as the communication and language skills that the student presents. The tool was designed
for parents, teachers, and other professionals to gather information about the development of
student pragmatic skills.

Language assessment scale (supplementary scale) : From 5 to 21 years.

The scale serves to identify situations or contexts where linguistic difficulties occur. It can be
completed by different raters (including the student himself, from 12 years of chronological
age). Designed to obtain information about the student's language skills outside the assessment
context.

ADMINISTRATION AND SCORING INSTRUCTIONS

During the evaluation, the student may appear inattentive or require a brief break from the
evaluation (drink water, go to the bathroom). You should not stop a subtest in the middle and
continue it after the pause. It is advisable to pause after completing the administration of a
subtest (if this is not possible, readminister the entire subtest after the break).

The test and demonstration items can be repeated as much as necessary to be sure that the
student has understood what he or she must do. The stimulus should not be repeated once the
evaluation itself has begun, if the student's response has been incorrect. In some subtests, the
stimulus can be repeated only once when it is considered that the student has not paid
attention. Never repeat in the subtests that evaluate the ability to process, interpret, evoke or
produce auditory information ( Concepts and following directions, Remembering sentences,
Number repetition, Family sequences ).

Changing the task or the way a subtest is to be administered changes its difficulty and invalidates
the use of standardized scores. Modifications in administration (e.g., facilitations) must be made
after the evaluation if normative scores are to be used.

If the student, after giving an answer, self-corrects (before moving on to the next item), consider
that last answer for the score (whether or not it is correct).

The floor and ceiling rules are specific to each subtest and that information is in the registration
booklet for each one.

Administration of the subtests of levels 1 and 2

From the administration of these levels, the core score indices (level 1) and the other level 2
indices are obtained. They allow us to obtain descriptions of the student's performance through
the different linguistic modalities and content areas, in order to obtain a profile of strengths and
weaknesses.

The registration booklet contains the basic taking instructions, such as the floor and ceiling for
each subtest, and allows an analysis of the items presented to determine error patterns in the
responses of the evaluated student. These patterns can provide starting points for “ extension in
evaluation .”

Evaluation extension : Use the evaluation extension to find out more about the variables that
may have contributed to the child's incorrect responses. Errors may be due to the items being
novel, complex, long, the instructions being long or complex, or due to the linguistic content and
the response considered correct. By systematically varying the content of the subtest, the

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instructions, and the expected responses, you can determine where and when the child's
abilities to respond correctly begin to decline. In fact, extension is used in evaluation to establish
the conditions under which the child can perform correctly. The results of the extension in the
evaluation allow judgments to be made about the degree of difference between the conditions
under which the child is able to respond fluently and perform in real life and academic
situations.

Level 1 and 2 subtest

Concepts and following directions

Materials : Stimulus manual, registration booklet
Repetitions : not allowed
Starting points : 5-8 years old perform set 1 of Demo and rehearsal and begin with item 1 to 21.
9 12 years old take set 2 of Demo and rehearsal and start at item 12.
Ceiling : 7 consecutive zeros. (From 5-8 years old, items with a value of zero begin to be counted
from item 22. 9-12 years from the beginning of the test in its corresponding item.)
Objective : To evaluate the student's ability to interpret verbal commands of increasing length
and complexity that contain concepts that require logical operations, the memory of names,
characteristics and the order in which images are mentioned, and the identification of target
objects among several options.
Relationship with the development of skills and study plans : The skills evaluated are related to
the elementary and early contents of the study plans. These objectives include following orders
in subjects and projects, remembering assigned tasks, and following teacher instructions in class
activities and interactions.
Relationship with curriculum activities : Following orders with key concepts facilitates behavior
management, interactive games, physical activities, and the student's organization with time
and space in the environment. In the classroom, understanding, recalling, and the ability to act
on verbal commands is essential for success in all subject areas and for the internalization of
forms and rules of behavior. The ability to follow commands is required for almost all classroom
management and activities.
Score : Score 1 if the answer is correct, 0 if it is incorrect. Each item that was not evaluated that
preceded the start of the intake is scored with a value of 1 (in assessments of children 9-12 years
old).
Extension in assessment : Review performance on Remembering Sentences and Understanding
Paragraphs (tests that also require memory and content). Categorize errors according to the
table included in the registration booklet. Base the extent of the evaluation on the pattern of
errors observed and select one or more of the following extension options.
• Repeat commands : Readminister items the child failed on and repeat commands if
necessary. If you can get it right, this strategy can be of great value at home and in the
classroom.
• Emphasize the concept : Say the concept first and then the item. For example, "Closer.
Point to the monkey that is closest to the cat . "
• Modify the content of the item : Use objects familiar to the student (toy animals, blocks,
cars). Change one aspect of the failed item at a time to evaluate the effect of
modifications on content and length to determine whether orders of lower complexity
improve performance. Ex, "Put the ball, the car and the bear on the table" -> "Point to
the car, then point to the ball " -> "Point to the car" . You can also simplify an item with
multiple modifiers by presenting the item with a single modifier. Ex, "Put a big blue ball,
a small blue ball and a small red ball on the table" -> Multiple modifiers: "Point to the
big blue ball" -> One modifier: Point to the big ball.

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word structures
Materials : Stimulus manual
Repetitions : are allowed (only once)
Starting point: Item 1.
Roof : none. Manage all items
Objective : Assess the student's ability to apply morphological rules that mark inflection and
derivations in words, and select the appropriate use of pronouns to refer to people, objects, and
reflective actions.
Relationship to skill development and curriculum : The skills assessed relate to the early
acquisition of morphological rules and early garden and curriculum goals. These objectives
include using word structure rules to extend the meaning of words by adding inflectional
suffixes, deriving new words from base morphemes, and using referential pronouns.
Relation to curriculum activities : In the classroom, the use of these rules is emphasized by
pairing words with pictures, substituting pronouns for nouns, indicating number, time,
possessive relationships, describing images and events, and other tasks.
Scoring : Score 1 if the student answers correctly, and 0 if the student answers incorrectly or
gives no answer. If the student gives an answer that is different from the one considered in the
registration booklet, take note of the answer and score it as correct if it demonstrates good
structure and has a logical and semantic relationship with the item evaluated. (For example: if
what is expected is paint and the student answers draw , score as correct; if they give a related
but not identical answer, for example , they did for did, ask : Can you say it another way? ).
Item analysis : The types of errors that the student presents provide a preliminary description of
the word structures that he or she has learned and internalized. Also, it is possible to identify
those structures that can become the objective for carrying out an extension of the evaluation
or directly the objective of intervention. Use the table at the end of the registration booklet for
this test.
Extension in the evaluation : First, the errors must be categorized according to the table
provided. This analysis helps determine whether the student understands the syntactic
"environment" in which the grammatical forms need to be included and whether the mastery of
said morphological form is stable, emergent or not.
• Indirect imitation : Present two drawings or objects and create stimulus sentences that
are parallel to the structures in which the student has failed. Make a statement about
one drawing/object and then the other. Ask the student to repeat the statement while
you point to each picture/object. For example, say "Let's look at some of these pictures.
I'm going to point to each drawing and say something about it. So you tell me exactly
what I said about the drawing. Let's make one. The dog is running (point). The dogs are
running (point). Tell me what this shows (point to the image that corresponds to the first
statement presented). Now tell me about this one (point to the other one).
For some children, the way to elicit indirect imitation is through play. Give the child toys that can
create a family scenario (shopping, cooking). During the game, expand based on the child's
productions. Then ask the child to repeat what you have said through an open-ended request.
For example, if the child comments, "Mommy's cooking," you can expand the production by
saying, "Yes, mommy's cooking. What's going on?" .

Remembering prayers
Materials : Registration brochure
Repetitions : not allowed
Starting points : Ages 5-11 item 1; ages 12-14 item 4; ages 15-21 item 8.
Ceiling : 6 consecutive zeros
Objective : Assess the student's ability to listen to sentences that increase in length and
complexity, and repeat them without changing words, inflections, derivations or syntactic

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structure. Assessment of sentence repetition has long been used to discriminate between
children with typical language development and those with disorder.
Relationship to the development of skills and study plans : The skills assessed are related to the
first preliminary objectives and study plans that facilitate accurate recall of the meaning,
structure and purpose of sentences, instructions and verbal commands. The child's response will
be an indicator of whether critical meaning or structural features (e.g., specific word usage, verb
complexity, embedded clauses) are internalized for repetition.
Relationship with the activities of the curriculum : This skill is necessary to be able to follow
verbal orders in different academic contexts, incorporate vocabulary, understand the content of
a subject, imitation and role games.
Way to record responses : Circle the maximum score available for each item if the student was
able to repeat it literally. If the repetition has not been precise, record it in the available space or
use the printout of the phrase using codes that can be interpreted later for analysis. Circle the
score that corresponds to the number of errors observed. You may prefer to record the shot to
perform analysis and scoring at another time.
Proposed codes for error logging :
• When faced with an omission , cross out the omitted word (-).
• When faced with repetition , underline the word with a wavy line (~).
• Before the addition, use the caret sign where that one is produced (^) and write the
child's production over it.
• When faced with a transposition (e.g., "the children did not finish watching the video"
for "The children did not finish watching the video") use a horizontal S-shaped curve to
indicate that the transposition has occurred (each "belly" of the horizontal S will group
the changed structure).
• In case of substitution, proceed as in case of an omission, but write the new word above
or below the crossed out target word.
Score : Observe the complete sentence.
a. Count each word that has been changed, added, substituted or omitted (Do not count
repetitions due to disfluency) as 1 error .
b. Count each transposition that changes the meaning of the sentence as 2 errors . For
example: "Oscar brushed his teeth and went to bed" for "Oscar went to bed and brushed
his teeth" .
c. Count each transposition that does not change the meaning of the sentence as 1 error .
For example: "My mom made arroz con pollo" for "MY mom made chicken with rice" .
d. Responses that reflect dialectical differences in articulation do not count as errors (for
example, children from Puerto Rico who systematically aspirate the /s/ at the end of
words).
In this subtest, if the student speaks a variant of Spanish not used in the sentence on the
registration booklet, the appropriate vocabulary should be used with the list of alternate items
presented therein.
In summary : Count each word that has undergone: substitution, addition, omission as 1 error.
The transposition that does not change meaning as 1 error, the one that changes the meaning as
2 errors.
Extension in the evaluation : First categorize the types of errors according to the analysis table
in the registration booklet. Determine if the difficulties reflect difficulty with semantic or
syntactic content.
• Repeat : Select the items that the student could not repeat literally and present them
again, repeating them twice. If repetition facilitates verbatim recall, repetition or verbal
commands or instructions should be considered a valuable strategy to use with that
child in the home and garden.

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0
 • Modify the content of the item : Simplify the language of sentences that the student has
not been able to repeat literally to examine the ability to remember sentences reduced
in length and syntactic complexity. For example: This cake was made by my
grandmother. Reducing complexity : My grandmother made this cake .
• Visualization : To facilitate the memory of the information given on a pure verbal level,
show the student photos or images that relate the sentence that is being asked.

Sentence formulation
Materials : Stimulus manual, recorder (optional)
Repetitions : allowed only once
Starting points : Item 1.
Ceiling : 6 consecutive zeros
End point : Students 5-8 years old do not perform items 24 to 26
Objective : Assess the student's ability to formulate complete, semantically and grammatically
correct sentences with increasing length and complexity, using key words and contextual
restrictions established by the illustrations.
Relationship with the study plans : It is related to the internalization of the rules to form
different types of sentences required by the study plans.
Relationship to Curriculum Activities : In the classroom, this skill is emphasized in early story
telling, completing, combining, and transforming sentences, written narrative text, editing it,
and other activities.
Score : A score of 2, 1 or 0 can be obtained.
Scoring guide
Rules for NOT giving Score :
• The stimulus word/phrase must be used in the response. To make punctuation easier, first
underline the blank word/phrase in each sentence. If the stimulus word/phrase was not used,
score zero .
• The stimulus word/phrase must be used with complete precision, without change of tense or
plural. If such a change occurs, score zero . An exception is only accepted if the change has to do
with dialectics (Ex: small for small ).
• The semantic meaning of the stimulus must be used without changes. If the change in meaning
occurs, score zero .
• For items 1 to 23, the answer must be about something that happens in the illustration (accept
answers that are at least remotely related). If the answer has nothing to do with the illustration,
score zero .
Rules for YES giving Score :
• Prayer can be part of a dialogue between enlightened people.
• As in caricatures or comics, the speaker is admittedly an animal.
• The sentence can be formulated in the first person.
• The sentence can be in the form of a question or statements.
• If more than one sentence is given for a stimulus, score each sentence separately and
select as the final score the one with the highest score (but do not add the score of the other
sentence). (Ex: I want to order a hamburger or a salad . I do not know what I want ) .
• The student may always begin sentences with the stimulus. If the sentence meets the conditions
described for its score, give them as correct.

Scoring key:
Score Ruler Example
2 Complete sentence that is semantically and Although the boy has a broken arm, he rides the
syntactically correct and uses the correct skateboard in the park (Item 17). Although the boy
structure (logical, meaningful, complete, and is hurt, he continues playing on the skateboard
correct grammar). (Item 17).
1 Complete sentence that demonstrates correct The family always has to play with the children
structure. It can have up to two deviations (in (Item 1). The bus left me, unless he saw me in the
syntax or semantics). mirror (Item 20).

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1
 0 a) Incomplete sentence that does not have a At the same time now (Item 15).
correct structure

b) Complete sentence with correct structure While cat and dog were playing, the old men
but has three or more syntactic/semantic worked on sowing seeds (Item 13).
deviations.

c) Complete sentence that is not logical or Better the girls had nothing (Item 11).
meaningful.
d) Sentence without the stimulus
He is buying cabbage or lettuce (Item 14).
word/phrase.
e) The answer is not even remotely related to I go to school, and I learn (Item 16).
the illustration.
Extension of the evaluation : Examine errors in the formulation of sentences. Review
performance on the other subtests requiring comprehension and production of sentence units (
Sentence Structure, Sentence Recall ). Use the analysis table to categorize the responses.
Evaluating complexity : Examine student performance by evaluating the complexity of
their responses. Consider three important levels at which:
• The sentences are complete and structurally intact.
• Sentences where elements disappear and when errors in meaning or grammar begin to
occur.
• Performance breaks down (e.g. sentences with little meaning, numerous errors or no
response).
In the extension, systematically change the complexity of the task in the formulation and
observe if changes occur. Use different photos to achieve the production of new sentences. Use
nouns, then verbs, then adjectives, coordinating and conjunctions, subordinate conjunctions,
and finally adversative connections. Then elicit sentences containing multiple target words. Try a
number of different combinations (noun+verb, verb+coordinating conjunction,
verb+subordinating conjunction). Continue until you find the point where the student begins to
make errors to understand his or her strengths and where to begin intervention.

Word Classes 1 (Receptive, Expressive, and Total)

Materials : Stimulus manual
Ages : 5-7 years.
Repetitions : allowed only once
Home : Item 1
Ceiling : 6 consecutive zeros in receptive part
Objective : Assess the student's ability to understand the relationships between words that are
semantically related and to express these relationships.
Relationship with the study plans : The skills evaluated are important in the garden and the
fundamental objectives of the plans, for the development of semantic networks, the facilitation
of evocation, the extension of the meanings of words.
Relationship with classroom activities : In the classroom it is related to the use of associations,
opposite words, synonyms, emphasis is placed on the pairing of words that share similar or
opposite meanings, the substitution of synonyms for the acquisition of vocabulary and the
editing written text for more precise meaning.
Special considerations : The three scores obtained are CP-R (receptive word classes), CP-E
(expressive word classes), CP-T (total word classes). Each item has two parts: the first part is
receptive , the student must select two words that go together from a group of three or four.
The ceiling rule is based on the score obtained in this part, which will result in the CP-R standard
score.
In the second part of each item, the student is asked to explain why the words they chose go
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together. It is recommended to apply this part even if you have given an incorrect answer in the
receptive part, to see the logic behind why you chose the words (in any case, it is scored 0).
From this part the standard score for CP-E is obtained.
Score : If the answer is correct: 1 point; if incorrect: 0 points.
Extension in evaluation : Examine and categorize student errors. Consider taking other semantic
content subtests (Word Association, Concepts, and Following Directions) .

• Examining Receptive strategies : Have the student categorize and classify images or
objects semantically (fruits, vegetables, liquids, meats, furniture, clothes, tools, toys,
body parts). Next, ask the student to reclassify the images by specific characteristics,
attributes, or conditions (hard, soft, hot, cold, big, small).
• Examining expressive strategies : Name a semantic category (Ex: clothing) and provide
examples to help the student continue naming exemplars. Then, give some examples of
related items (hat, jacket, shoes, socks) and ask how they are similar and how they are
different. Gradually make the task more complex from words with concrete to more
abstract referents to obtain a clearer image of the student's general abilities and thus
have an idea of the point at which the intervention will start. Present several simple
items from a category (Ex: car, bus, plane, boat) and ask the student to name and
describe them. Then ask which ones are similar and which ones are different. Use
images to elicit the category and to have you name more examples of the category
members.

Word Classes 2 (Receptive, Expressive, and Total)

Materials : Registration booklet and instructions below.
Ages : 8-21 years.
Repetitions : allowed only once
Home : Item 1
Ceiling : 6 consecutive zeros in receptive part
Objective : Assess the student's ability to understand the relationships between words that are
semantically related and to express these relationships.
Relationship with the study plans : The skills evaluated are important in the garden and the
fundamental objectives of the plans, for the development of semantic networks, the facilitation
of evocation, the extension of the meanings of words.
Relationship with classroom activities : In the classroom it is related to the use of associations,
opposite words, synonyms, emphasis is placed on the pairing of words that share similar or
opposite meanings, the substitution of synonyms for the acquisition of vocabulary and the
editing written text for more precise meaning.

Administration : Each item has two parts. In the first (receptive) the student is asked which two
words go together out of four that are presented orally. In the second part (expressive) you are
asked to explain why they go together (administer this part even if the receptive part is
incorrect).
Several groups of words contain pairs that are antonyms or synonyms. If the student explains
that this is the reason why they go together, clarify that they are antonyms or synonyms as
appropriate and ask them to give a more complete answer. The student must give an
explanation for meaning.
Item scores :
• Score 1 if correct, score 0 if incorrect, in each part separately. The raw receptive
score is derived from the CP-R scale score, the expressive score from CP-E, and
the total CP-T is obtained by adding the scale scores of CP-R + CP-E. To obtain

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 the CP-T age equivalent, add the raw scores obtained in receptive + expressive .

Extension in the evaluation : See “extension in the evaluation” of Word Classes 1.

Sentence structure
Materials : Stimulus manual
Repetitions : allowed only once
Ages: 5-8 years
Home: Item 1
Ceiling : None, apply all items.
Objective : Assess the student's ability to interpret sentences of increasing length and
complexity.
Relationship with the curriculum : The skills evaluated are related to the elementary preschool
curricula to create meaning in context according to orally produced statements, the creation of
stories and their description.
Relationship to classroom activities : In the classroom, comprehension of sentences and
understanding of relationships in spoken language, references to everyday life and situations are
emphasized by listening to stories or descriptions that are paired with visual referents.
Score : 1 point for the correct answer, 0 points for no answer or if it is incorrect.
Extension in the evaluation : Before beginning the extension, review the student's performance
in other subtests that focus on syntactic skills ( Sentence Formulation and Sentence
Remembering ).
Identifying information : Design a series of sequenced images. Ask the student to identify :
• Which character(s) is/are involved in the established action
• What objects are involved and manipulated by the character(s)
• What characteristics are described by modifiers
• What relationships are expressed in coordinated phrases, clauses and
subordinate clauses
Note : To avoid teaching the subtest, use comic book scripts referring to actions with minimal contrast in a
series of blocks, and ask the student to identify them.

Expressive vocabulary
Materials : Stimulus manual
Repetitions : allowed only once
Ages : 5-9 years
Home : Item 1
Ceiling : 8 consecutive zeros
Objective : Assess the child's ability to label illustrations of people, objects and actions
(referential naming).
Relationship with the curriculum : The skills evaluated are related to the elementary objectives
of the preschool plan to label and evoke the name of people, nouns or verbs ( objects and
actions ), and use them in academic contexts through graphics, images , diagrams and other
illustrations, as well as in spontaneous language to express concise meaning.
Relation to classroom activities : In the classroom, the precise use of words to create meaning is
emphasized, among other things, in the telling of stories, in the description of events, and in the
labeling of images.
Score : 2, 1 and 0 points can be obtained. The criteria for scoring was established based on the
responses recorded for the normative sample, however, responses may be obtained that are not
in the recording booklet. If the student's response is not on the record booklet, write it down
verbatim for later score analysis. Give credit to answers that have to do with the vocabulary of

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the region.
Guide to the Expressive Vocabulary score :
• 2 points : If the answer is as expected according to the brochure (or according to
the vocabulary of the region).
• 1 point : If the answer is related in some way to the expected target word. It can
be a description of the activity or object but does not incorporate the word
white. These responses are sometimes weak “doing” verbs. (Ex: For Reading ,
the student answers “watching the book” , 1 point).
• 0 points : The answer is semantically inappropriate and does not demonstrate
sufficient familiarity with the word white, or is not related in any way.
Extension in the evaluation : It has two objectives, determining the student's base vocabulary
and whether the student has difficulties in evoking familiar vocabulary when presented with
illustrations.
Use images : Categorize them, recategorize them, compare and contrast their meaning,
develop definitions for words and concepts with guided questions to establish vocabulary skills.
Gather images or photos and ask the student to identify each one and categorize them
according to characteristics or functions.

Word definitions
Materials : Registration brochure, administration guide on this page
Ages : 10-12, 13-21 years
Repetitions : allowed only once
Home : Item 1
Ceiling : 7 consecutive zeros
Objective : Assess the student's ability to analyze words and their meaning characteristics,
define words in reference to their kind of relationships and shared semantics, describe meanings
that are unique to the referent or example.
Relationship to Curriculum : Skills assessed relate to higher grade and secondary school
objectives for knowing and using words as concepts with broader, generic applications, rather
than narrow, concrete, related applications. anchored to the context.
Relationship to classroom activities : In the classroom, being able to define words is used to
expand the meaning and formation of concepts. Emphasis is placed on matching words to
meanings, using the lexicon to explain meaning or the acquisition of new meanings, the deeper
development of understanding and its use in literature, together with precision in the use of
words in literature. editing, summary and other literary activities.

Scoring : The test has the criterion of 2, 1 and 0 points for each item. Compare the student's
answers with those offered in the registration booklet. If the answer does not match the criteria
of 2 and 1 points, score 0 (also the absence of a response). The criterion was established with
the answers obtained in the normative sample, however, answers that do not appear in the
brochure can be obtained, when this occurs, use the following guide and your clinical judgment.

Word definitions, scoring guide :

• 2 points : The definition refers to what the word means or includes a reference
to the category or group to which the word belongs. It must have at least one
characteristic that defines it.
• 1 point : The definition provides information about the word, but is incomplete
or partially correct.
• 0 points : The answer does not meet the previous criteria. Sometimes the
answer is the definition of a related or unrelated word. The irrelevant response
or the absence of it also acquires this score.

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Note : This subtest does not measure the student's ability to attack words or knowledge of words, rather, it measures
knowledge of word definitions out of context.

Extension in the evaluation : To determine the baseline of the vocabulary that the student can
define. Review performance on other subtests that assess semantic knowledge ( Word Classes,
Concepts and Following Directions, Word Association ). Categorize the student's responses
(correct and incorrect) according to the analysis table provided in the recording booklet.
Use familiar words : To gain deeper insight into the student's semantic skills, select
vocabulary from the textbooks you use and write the words and their definitions on
cards. Ask the student to match the definition with the appropriate term. Observe if
performing this task through reading improves performance.
Use images as reference : Gather realistic images or photos of a vocabulary. Ask the
student to identify each of the photos and describe the details and functions, and then
use that word in a sentence.

Understanding paragraphs
Materials : Registration brochure
Repetitions : One repetition of each question is allowed. Repetition of test item paragraphs is
not permitted.
Home : Item 1. Administer the three paragraphs that are appropriate for the student's age.
Ceiling : All items indicated for each age are administered.
Objective : Evaluate the student's ability to maintain attention and focus while listening to
paragraphs that increase in complexity and length, understanding of oral narrative and text
(critical thinking for text comprehension), answer questions about the content of the
information given and critical thinking to arrive at logical answers. Also understanding the main
idea of the paragraph, comprehension and memory for details, the sequence of events and the
ability to make inferences and predictions from the information presented.
Relationship to Curriculum : The skills assessed relate to the elementary preschool and
secondary curriculum for listening to oral instructions, using information and applying it critically
to go beyond literality, to learn and create. new knowledge.
Relationship with classroom activities : Comprehension of stories, description of actions,
events, opinions, instructional material through the academic subjects required in the class.

Scoring : Each paragraph has five questions associated with it. Questions for understanding the
main idea (MI) , understanding and memory for the details of the story (D) , the sequence of
events (S) , the ability to make inferences (I) and predictions (P) from the information provided
in the paragraph. Depending on the type of question, answers that are not listed in the
registration booklet may be considered correct. Students can respond correctly to inferences
and predictions with answers based on their knowledge of the world and past experiences. Any
answer that is logical and fits the context of the question can get points. In contrast , the
question regarding the details of the story and the sequence of events requires stricter answers.
If the student's answer is ambiguous or could probably be correct, ask, Can you tell me more? If
the answer is still ambiguous or wrong, mark it as incorrect. If the answer is correct, you receive
1 point, if it is incorrect, 0 points.
Extension in evaluation : Review the results to detect if a pattern of errors exists. Categorize the
errors according to the item analysis table. Determine whether the student's difficulties are
related to a lack of experience or interest in the topics of the paragraphs, whether they are
related to facts and details, or to inappropriate inferences. If the student performed poorly on
this task, administer paragraphs designed for students of younger chronological age.
Facilitating the student : Observe the changes that occur in the student's performance

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 due to the facilitation function.
• Facilitate the student by presenting the questions before the paragraph and
after introducing the student, ask the questions again. Select paragraphs and
questions that are similar in complexity and length to those in which the
student gave at least one correct answer. If the student did not achieve any
correct answers during the test, select short paragraphs of low complexity
(below the student's level). Read the questions before and after reading the
paragraph.
• Prepare the student to listen to short stories by indicating the title, describing
the characters, and reading questions to prepare them for listening. Then, ask
the student to listen carefully to the details in order to answer these questions.
Read the paragraph or story, then ask the questions. As the student's
competencies increase, reduce the amount of preparation given.
• Present paragraphs and questions from a variety of sources (school curriculum,
etc.) to increase length testing. Use the student's own books or other materials
chosen by him or her.

Administration of the subtests of levels 3 and 4

These levels have tests with a criterion score ( Criterion Score) : Phonological awareness, Word
association, Rapid and automatic enumeration. And four tests with normative scoring:
Repetition of numbers 1 and 2, Family sequences 1 and 2.

What criteria should be used to apply these tests?

Phonological awareness : It is suggested to apply it to students who obtain a score equal to or
less than 79 on the receptive language index, to students who score less than the average in the
Sentence Structures and Word Structure subtests. It can also be applied to students who
demonstrate difficulties in learning to read.
Word association : It is suggested to apply it to students who are suspected of having problems
in executive functions, those with a diagnosis of attention deficit/hyperactivity, those who
exhibit attention and working memory problems in the classroom, etc. Also to students who
obtain a score equal to or less than 79 in the expressive language index, and scores below the
average in Sentence Formulation. These low scores may indicate deficits in vocabulary
acquisition.
Quick and automatic enumeration : It is suggested to apply to students who obtain a score
equal to or less than 79 on the Expressive Language index and low scores on the Sentence
Formulation or Expressive Vocabulary tests.
Working memory subtests : The information from these tests should be considered preliminary.
They demand attention, concentration and auditory or verbal working memory.

Phonological awareness
Materials : Registration brochure
Repetitions : are allowed; perform demonstrations by clapping or tapping if necessary
Ages : 5-12 years
Home : Item 1
Ceiling : 3 consecutive items with a score of 0
Special Considerations : For the phoneme identification task: If the student did not understand
the task after being presented with the essay, the target sound can be emphasized to model the
correct sound. Do not emphasize target sounds in test items. All phonemes are written
orthographically, not phonetically. Present the sound , not the letter. Objective : Assess student

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knowledge of the sound structure of language and the ability to manipulate sounds through
syllable blending, syllable segmentation into words and sentences, and initial and medial
phoneme identification.
Relationship to curricula : The skills assessed are related to the elementary pre-school curricula
required for literacy. These objectives include the identification and management of sounds.
Relation to classroom activities : In the classroom, the ability to process speech sounds,
syllables and words with their manipulation of components is emphasized in the elision,
substitution and segmentation of syllables and phonemes.

Word association (“Semantic fluency”)

Materials : Registration booklet, stopwatch
Ages : 5-16
Repetitions : One allowed
Home : Item 1
Roof : Manage all items
Objective : Evaluate the semantic organization and the strategies that the student uses to
associate and name members of a class quickly and efficiently.
Relationship with the curriculum : The skills evaluated are related to the elementary objectives
of preschool, primary school and for the development of the ability to categorize words into
semantic classes, form associations and semantic networks, and nominate exemplars of a
category of words. Fast and accurate way to speak and write.
Relationship to classroom activities : In the classroom, beginning in kindergarten and continuing
through high school, characteristic activities include categorization and recategorization of
words, superordinate categories, and the identification and production of related words.

Scoring guide for Word Association :

1 spot:
• Each answer that fits the category.
• Items that are repetitions of examples given by the examiner are allowed, and must be
counted as correct. Additional repetitions are incorrect.
• If there are pronunciation problems, the item is considered correct as long as you
understand what the student was referring to.
• Take into account as correct the specimens named with regionalisms.
• If only one superordinate word (category name) is given, count it as correct. If a
superordinate word occurs with several examples, count only the examples of the
category but not its name. Ex: rice, chicken, apple, chicken leg .
0 points:
• Exact repetitions of an already given item are not acceptable.
• General or vague answers, even if they relate to the category, are unacceptable. Ex: pets
for the animals category.
• Answers that do not fit the category do not receive points.
Performance Interpretation : A criterion score is provided for establishing student performance.
This test should be compared to the results in Vocabulary and Word Definitions .

Repetition of numbers 1 and 2 (Ages 5-16 and 17-21)

Materials : Registration brochure
Repetitions : Instructions can be repeated. Do not repeat test items.
Start : Item 1 of the form corresponding to each age group.
Ceiling : Score 0 in both parts (a and b) of an item; however, both the direct and reverse digit

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portions must be administered
Objective : Evaluate the student's ability to repeat sequences of numbers of increasing length
directly and inversely. This task demands a lot of attention and concentration as auditory/verbal
working memory (Wechsler, 1997).
Relationship with the curriculum and classroom activity : In general, learning can be considered
as the acquisition of new information and memory as the consolidation and retention of
acquired knowledge. Learning and memory are based on the foundations of attention. If a
student has difficulty directing attention to a task or sustaining it for an appropriate amount of
time, learning may not occur (Cohen, 1997). Student performance on the memory measures
(separate tests and working memory index) can be compared to overall performance on the
CELF-4.

Administration : The student is asked to repeat sequences of digits of increasing length. In direct
digits, in the same order that they are presented; for reverse digits, in reverse of the order
presented. Both parts of the test must be administered. Each test item has two trials (part a and
part b ), which must be administered: record the response.

Scoring : Both parts a and b each receive 1 point if the answer was correct. Then add the total
obtained for direct and reverse digits to obtain a total raw score.

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Family Sequences 1 (Ages 5-16)
Materials : Registration booklet, stopwatch
Repetitions : Instructions can be repeated. Do not repeat the items.
Home : Item 1
Ceiling : 4 consecutive scores of 0
Objective : Assess the student's ability to manipulate and sequence auditory/verbal information
as quickly as possible. This task demands a lot of attention, concentration, processing speed,
and auditory/verbal working memory (Cohen, 1997).
Relationship with the curriculum : The skills evaluated are related to the pre-school, primary
and secondary school plan to recover fixed and internalized sequences, such as the alphabet,
automatically and fluently while performance is timed.
Relation to Classroom Activities : In the classroom, the ability to remember, recite, and
manipulate sequences in academic tasks and assignments are emphasized from kindergarten
through high school.

Administration : In this test the student is asked to sequence or manipulate information as

quickly as possible. There are 12 items, and each one has a specific instruction. Record the
response (it is suggested to use the recording booklet, crossing out omissions and writing down
sequences that differ from the expected one). Also record the time the task takes, in seconds. If
the student makes an error within a sequence, but the response continues coherently with the
“new” sequence (Ex: 1, 3, 4, 5, 6) count only 1 error.

Score : For precision score (0, 1, 2, or 3) depending on the errors that have occurred. Score 0 if
the student does not respond to an item. If the student makes an error within a sequence, but
the response continues coherently with the “new” sequence (Ex: 1, 3, 4, 5, 6) count only 1
error. If an item has correct precision (3 points = no error), circle the Bonus score number that
corresponds to the time it took to answer. The student only receives Bonus scores on an item
if the Accuracy receives 3 points . After the test is finished, add the total precision score
(Accuracy) plus the Bonus score (if applicable).

Family Sequences 2 (Ages 17-21)

Materials : Registration booklet, stopwatch
Repetitions : Instructions can be repeated. Do not repeat the items.
Home : Item 1
Ceiling : 4 consecutive scores of 0
Objective : Assess the student's ability to manipulate and sequence auditory/verbal information
as quickly as possible. This task demands a lot of attention, concentration, processing speed,
and auditory/verbal working memory (Cohen, 1997).
Relationship with the curriculum : The skills evaluated are related to the pre-school, primary
and secondary school plan to recover fixed and internalized sequences, such as the alphabet,
automatically and fluently while performance is timed.
Relation to Classroom Activities : In the classroom, the ability to remember, recite, and
manipulate sequences in academic tasks and assignments are emphasized from kindergarten
through high school.

Administration : In this test the student is asked to sequence or manipulate information as

quickly as possible. There are 12 items, and each one has a specific instruction. Record the
response (it is suggested to use the recording booklet, crossing out omissions and writing down
sequences that differ from the expected one). Also record the time the task takes, in 21
seconds. If the student makes an error within a sequence, but the response continues
coherently with the “new” sequence (Ex: 1, 3, 4, 5, 6) count only 1 error.

Score : For precision score (0, 1, or 2) depending on the errors that have occurred. Score 0 if the
student does not respond to an item. If the student makes an error within a sequence, but the
response continues coherently with the “new” sequence (Ex: 1, 3, 4, 5, 6) count only 1 error. If
an item has correct precision (2 points = no error), circle the Bonus score number that
corresponds to the time it took to answer. The student only receives Bonus scores on an item if
the Accuracy receives 2 points . After the test is finished, add the total precision score (Accuracy)
plus the Bonus score (if applicable).

Rapid and automatic enumeration (ERA)

Materials : Stimulus manual, stopwatch
Repetitions : None
Home : Item 1
Ceiling : None, manage all items
Objective : Assess the student's abilities to store and process visual stimuli (colors, shapes, color-
shape combinations) in working memory and name the visual stimulus automatically, accurately
as quickly as possible.
Relationship with the curriculum : The skills evaluated are related to the pre-curriculum school
and primary school for the processing of images or visual stimuli (objects, numbers, letters) in
pre-reading, reading, early mathematical activities, accurately, quickly and without delays.
Relationship to Classroom Activities : In the classroom, pre-reading, early reading and early
mathematics activities are practiced to automate the decoding and naming of printed numbers
and words to develop processing speed, working memory efficiency , fluency and accuracy in
speaking, reading and writing.
Special Considerations : Do not administer this subtest if the student has a history of disfluency,
color blindness, or does not know the names of shapes and colors. Criterion scores : Two cut-off
criterion scores are offered: for the time in seconds, and for the number of errors. It is suggested
to make a recording of the responses for later analysis due to the difficulty of recording due to
the speed at which the student's response occurs.
Scoring : Although the time it took to complete the task and the number of errors in each item
are recorded, only the time and errors in item 3 will be used to obtain the subtest scores. The
time it took for item 3 is the time score . There are 36 items, so the maximum number of errors
that can be obtained is 36. For both time and errors, it can be obtained through the raw score of
item 3, as a result typical range, slower than typical range, atypical range .

Pragmatic classification
Pragmatic deficits, in which the non-verbal and verbal aspects of communication in contexts are
affected, are not exclusive to students with language disorders. They also occur in students with
difficulties in learning and executive functions (Barkley, 1997; Brown, 2000; Rourke, 1995).
Because social contexts impose fewer restrictions on the communicator than academic contexts,
some students with language disorder may not exhibit significant deficits in social contexts. In
academic contexts, the repertoire of pragmatic skills includes making requests, giving and
responding according to certain information, and expressing intentions that can be complex in
content and structure. Participating in class discussions or group projects requires complex
pragmatic verbal forms such as negotiation and persuasion skills. In contrast, social
conversations are less complex in content and structure, and often the student with a language

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disorder can control the topics, ideas, and levels of complexity.
The Pragmatic Classification scale can be used to identify students who present deficits in non-
verbal and verbal pragmatic skills that can negatively influence social and academic
communication in context. The profile can be answered after the student has been diagnosed
with a language disorder or not, to determine the presence and extent of non-verbal and verbal
communication difficulties in context.

Materials : Rating scale corresponding to the age group

Ages : 5-21 years
Objective : Identify pre-verbal and verbal pragmatic deficits that can negatively influence
communication in a social and academic context.
Relationship to curricula : The skills assessed are common and observed daily across ages and
regardless of sex in home or school situations, and are necessary to express intentions and
obtain, respond, and give information.
Relationship to classroom activities : Appropriate use of language, interpretation of non-verbal
communication skills, knowledge of social scripts (situations), and understanding of the rules
expressed and implied are required in curricular and non-curricular activities, such as games,
sports and other collaborative activities at home or school.
Special Considerations : The scale is a checklist that can be completed by the examiner, parents,
teachers, guardians to evaluate non-verbal and verbal communication skills in context.

Completing the scale

The scale can be self-administered or completed through an interview with parents, teachers or
guardians, to ensure understanding of the items. If the respondent has not observed the skill
described in the item, mark NO or Not observed . If the skill is not appropriate due to cultural
characteristics, mark NA or Not Appropriate . If you are answering a two-skill item (Ex: Item 11
ask/respond ) and you think that the student's behavior is inconsistent in one of the two skills,
underline the one that is being taken into consideration.

Score :
There are three sections to the scale:
1. Items 1-22: Rituals and conversation skills.
2. Items 23-39: Requests, give information, respond.
3. Items 40-52: Non-verbal communication skills.

Rate from 1 to 4
The scores are as follows:
• 1 point (Never) indicates that the skill has not been observed.
• 2 points (Sometimes) indicates that the ability is emerging but is not observed as
frequently.

• 3 points (Frequently) indicates that the skill has emerged but is not an established
behavior.
• 4 points (Always) indicates that the skill has been developed and its use is consistent.
• NA (Not Appropriate) indicates that the skill should not be assessed on that particular
child, due to the culture in which he or she is immersed or for other reasons.
If any item has been rated NA, the total score cannot be used to determine if it meets the
expected criterion score for its age. In that case, use the scale exclusively qualitatively. However ,
if there is only one item per group marked as Not Observed (NO) , the scale can be scored,
prorating the score.
To prorate the score follow these steps :

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 1. Take an average score for NO, resulting from the score obtained from the item
above and below it.
2. If it is NOT at the beginning of a group of items, average the score obtained in
the next 4 items.
3. If it is NOT at the end of a group of items, average the score obtained in the 4
previous items.
4. If it is NOT the second item in a group, average the score obtained in the
previous item and the next three.
5. If it is NOT the second to last item in a group, average the score obtained in the
three previous items and the next one.
6. If the prorated score has a decimal of .5 or greater, round to the next higher
number. If the decimal is .4 or less, round to the next lower number.

Interpreting the results of Pragmatic Classification

It is important that you are familiar with the child's culture and environment for interpretation.
Pragmatic behaviors, by definition, reflect the cultural and regional bases of the community to
which the student belongs, as well as the linguistic patterns in social communication and
interrelated behaviors at school.

If the student meets the criterion score, pragmatic skills can be considered age appropriate.
However, if the student reaches this score but there is still concern about his or her social skills
and interaction behaviors, make a referral to the psychopedagogical office to also carry out an
evaluation.

If the student does not meet the score, a more in-depth assessment of pragmatic skills should be
considered. It is also convenient to review the items and the classification obtained from them.
The items are grouped so that pragmatic weaknesses and strengths can be observed.

It is advisable that different respondents from different contexts complete the classification, to
obtain an overview of the student's pragmatic skills. Thus, when a low score is obtained on some
skill by only one of the respondents, it is more appropriate to infer that there is limited use of
the skill, or that the respondent has not had the opportunity to observe it.

Language rating scale (Observational Rating Scale)

Difficulties in communication and language can directly affect:
• Learning content areas, what students want to learn, and the materials and mechanisms
with which it is achieved.
• The learning process itself – the activities that help students gain skills, strategies, and
make essential sense of ideas and information.
• Class activities and assignments – vehicles through which students demonstrate that
they have learned.

The Language Rating Scale measures the student's abilities to achieve the objectives of the
curriculum, when following the teacher's instructions, in managing behaviors and interactions
during classes. It can also be used in students who do not fully participate in the study plans. It is
suggested to use the scale when there is a concern about the student's linguistic performance
within the classroom. It can also be used when it is necessary to identify situations or contexts in
which there may be a decrease in linguistic performance.

Materials : Language assessment scale (EVL): one for each rater (parents, teachers, student).
Objective : Identify situations or contexts in which the student's linguistic performance declines

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to plan the treatment that will improve performance in the classroom.
Relationship to the curriculum and classroom activities : The scale is used for students ages 5-
21 who are unable to fully participate in the curriculum. Difficulties in communication and
language can directly affect content areas, the learning process itself, and assigned tasks.

The objective of the EVL is to obtain a clear picture of the student's communicative and linguistic
performance in different situations. The scale can be self-administered, but it is suggested to do
it during the interview to be sure that each item has been understood. In general, the student is
the one who needs this guidance the most (the student can complete this scale from the age of
12). The options for each item according to the occurrence of what was stated are: Almost
never, Sometimes, Frequently, Almost always . If the interviewee is not sure how to rate an item,
mark (or have them mark) NS (Don't Know) . After the interviewee finishes rating the items, ask
them to circle the ones that concern them most. Space is provided for other concerns that are
not described in the items. It is also suggested that once it has been completed, ask the
interviewee for more examples of the items where greatest difficulties have been found.

CALCULATING SCORES
There are 9 steps to calculate all the scores offered in CELF-4:

1. Calculate the raw score : Raw score = Ceiling item - total errors.
2. Convert raw scores into scaled scores : Locate the raw score for each specific subtest in
the Scaled Score column to obtain this score (the scale score can be seen in the left or
right column of the sheet). Table A.
3. Determine the confidence intervals of the subtests : Select the confidence level (68%,
90% or 95%) and record the corresponding critical values. Compute the minimum value
and the maximum value.
4. Determine percentile ranks and their corresponding confidence intervals : Convert each
scale score to a percentile rank with its corresponding confidence interval. Table D.
5. Determine the equivalent age : Locate the raw score for each specific age according to
the subtest. Table C.
6. Determine the composite scores, their confidence intervals, percentiles and the
confidence intervals of the percentiles : The composite scores are Core language index,
receptive language index, expressive language index, language content index, language
structure index, language memory index, working memory index . After adding the
scaled scores of the corresponding tests for each index, look for the standard score that
corresponds according to chronological age. Table B. Establish confidence intervals. If a
student scores 0 on any test, this does not mean that the child does not have any ability
measured on it. Instead, it means that if you have any ability, it cannot be measured
with this tool. This does not prevent the calculation of composite index scores.
However, if two or three subtests that make up the composite score have a total score
of 0, in that case, it is not possible to derive a composite score. However, interpret the
composite scores in these conditions with caution and consider the administration of
other assessment tools, such as language samples and the extensions in assessment
proposed for each subtest. Note : To obtain a 0 on a subtest, the student must have
reached the ceiling on the test without achieving a score. A student who has understood
what he had to do does not automatically acquire a score of 0.
7. Determine discrepancies : First you must determine which scores you want to compare.
The test allows you to buy RLI (Receptive Language) vs. ELI (Expressive Language) ; LCI
(Language Content) vs LSI (Language Structure) at ages 5 8; and RLI (Receptive
Language) vs. ELI (Expressive Language) ; LCI (Language Content) vs LMI (Language
Memory) . Record the composite scores in the respective order, perform the subtraction

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 taking into account the sign that results from it. Table 3.5 provides the critical values to
determine that the differences are statistically significant (the .15 and .05 levels are
provided) for each age. The difference must be equal to or greater than the critical value
to be statistically significant. Table 3.6 provides the percentages to determine the
clinical relevance of the difference.
8. Plot profiles for indices and subtests : Composite scores and subtests can be plotted in
graphical profiles from the tables included in the corresponding registration booklets.
9. Completing the Criterion Score Tables : Tildar Meets if the student's score is equal to or
greater than the criterion score of the corresponding subtest to indicate that the
student meets it. Tildar Does not meet to indicate that the score obtained is less than
the criterion score.

STATISTICAL INTERPRETATION OF THE TEST

CELF-4 includes normed information: standard scores, percentile ranks, and equivalent ages for
the subtests (except for Understanding Paragraphs ). Level 1 of evaluation allows you to identify
if there are language problems, level 2 allows you to obtain information about the nature of the
problem. Level 3 and 4 harvest information related to the development of behaviors.

Due to current conventions of psychometrics and psychoeducational assessment instruments,

normed subtest scores are called Scaled Scores . Composite scores continue to be called
Standard Scores .

Standard scores
The Language Core and index scores are standard scores based on the sum of scale scores
corresponding to each composition. Basing composite scores on scale scores rather than raw
scores ensures that composite scores represent equal weighting of subtest scores.

The scale scores have a mean of 10 and a standard deviation of 3. The standard scores for the
core score and the indexes are on a scale with a mean of 100 and a standard deviation of 15.

The core score is a general measure of language ability and is used to make decisions about the
presence or absence of language disorder. The core score is obtained from the sum of scale
scores of three subtests that turned out to be those that best discriminate students with typical
language development and those with linguistic disorder. In this way, it provides a powerful
result to diagnose in a short period of time.

Index scores provide information about the strengths and weaknesses of the student's language
skills, across receptive and expressive modalities, language content and language structure,
language memory, and working memory. These scores are composites, formed by the sum of
the scale scores of the tests that make up these theoretical constructs, depending on the age of
the student.
Confidence intervals
The score obtained in the evaluation is considered a hypothetical score. Because no test is
completely reliable, the actual score is expected to fall within a range of scores that reflects the
amount of error expected in the measurement. The CELF-4 offers 68%, 90%, and 95% confidence
intervals for certain subtests and composite scores.

Guide to describing the severity of language disorder

Composite Scores Ranking Ratio with respect to the

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 average
115 or more Above average More than 1 DE
86 to 114 Average Within 1 OF
78 to 85 Marginal/Border/Slight Within -1 DE to -1.5 DE
71 to 77 Low/Moderate range Inside -1.5 FROM to -2 FROM
70 or less Very low range/Severe -2 DE and lower

Percentile ranks
Percentile ranks should not be confused with the percentage of correct answers on the test.
They are based on the normative sample. The standard score of 100 corresponds to the 50th
percentile rank for all ages. A student who achieves a percentile rank of 25 performs as well as
25% of children his age, taking into account that 75% of the rest of the children performed
better.
Percentile ranks do not have equal intervals (like standard scores), and they cluster near the
mean (50th percentile). Therefore, for a student who scores within the average range, a change
of 1 or 2 points in the raw score can produce a significant change in percentile rank. Conversely,
for a student who scores very low or very high, a change of 1 or 2 points in the raw score would
not produce a significant change in his or her percentile rank.

Equivalent ages
Indicates the specific age at which a given raw score is typically obtained by an individual. This
type of score has several psychometric limitations:

• They do not reflect a student's position/rank in comparison to their chronological age

group. This position can only be determined using standard scores or percentile ranks.
• They do not represent equal units and it is possible that in reality the scores shown in
the tables have not been obtained by any child (because it is only an average).
• Identical equivalent ages on different tests may mean different things.
• At higher levels, age equivalents have little meaning to subjects because abilities peak
at younger ages.
• Small changes in the raw score can result in large changes in the equivalent age. Large
differences can be obtained between the equivalent age and the student's
chronological age, but interpreting the child's language skills as being far below or far
above his or her age is not guaranteed because the range of average scores overlaps
the age groups. adjacent age. Ex: Child A, 5 years 4 months of chronological age,
obtains PB 46 which corresponds to an equivalent age of 5 years 4 months. Child B,
same chronological age, obtains PB 41, which corresponds to an equivalent age of 4
years 7 months. Considering only equivalent age leads us to the conclusion that Child
A's language skills are 9 months advanced compared to Child B. In fact, the standard
scores are, Child A 101 and Child B 89, both within the average range, compared to the
group for their chronological age.
• Equivalent ages are not comparable between scales (comprehensive and expressive)
for the same reasons.

• An extreme equivalent age (far below or far above their chronological age) does not
mean that a child's linguistic functioning represents the equivalent age group, in any
way.
• It is not advisable to use equivalent ages as the primary score for diagnosis due to these
limitations. Only comparison judgments can be made, with standard scores.

Criterion Scores (Criterion-Referenced Scores)

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These scores provide a way to compare a student's performance to a standard performance
criterion. Criterion scores have no relationship to the normal distribution of what is evaluated on
the Gaussian curve, like standard scores. Raw scores can be skewed, with the curve deviating
greatly from the normal distribution. In practice, it tends to be the case that when measuring
skills that are not dependent on learning but that reflect maturity, they are based on behavioral
developmental relationships. Although scale scores reflect learning and acquisition, and
therefore measure the accuracy of learning, criterion-reference scores may reflect different
criteria (typical, delayed, atypical) of stated performance.

Evaluate the differences between the scales

Statistical significance refers to whether the results of the comparison between scales are
different from those that would occur with chance alone. The smaller the probability that the
results occur by chance, the greater the probability that they are real. If the results occur by
chance 5% of the time (or less), they are statistically significant. The least significant acceptable
probability level is .05 (five in 100), greater significance is indicated by lower chance
probabilities, such as .01 (one in 100). The expression p<0.5 means that the results have a level
of probability of chance of less than .05, while p>0.5 means that the results have a level of
probability of being by chance of more than five times out of 100. When comparing scales, it is
also necessary to consider the value of the difference, the degree to which they differ, and the
direction of the difference (+/-).

It can be expected that the majority of students tested with the CELF-4 will exhibit certain
differences between the receptive/expressive scales that are not significant. CELF-4 provides
tables that establish when the difference is significant and must be taken into account (Critical
values established by statistical computing of the data).

1. The first step in comparing the difference between the indices (RLI vs ELI; LCI vs LSI), is to
establish whether the difference is statistically significant ("real"). Two levels are
provided, .05 (it is a broader indicator of the difference) and .15 (it is a narrower
indicator of the difference). To compare the discrepancy, use the absolute value of the
difference score (without the + or - sign). If the value is equal to or greater than the
critical value established in the table, the difference should be considered significant.
When the absolute value of the difference is statistically significant, the difference is
considered genuine and not due to measurement error or chance.
2. If the difference is statistically significant, the second step is to determine if it has clinical
relevance. It is determined by checking how prevalent said difference is in the normative
group. The less a difference occurs between scales in a normative group, the greater the
chance that the difference will have significant relevance. Sattler (2008) suggests that
differences between standard scores that occur less than 10% to 15% of the time should
be considered unusual, because their occurrence is infrequent in the normative
population.

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