Speech and Language Assessments

Test of Auditory-Perceptual Skills - Revised [TAPS-R]
Test of Auditory-Perceptual Skills - Upper Level [TAPS-UL]
Test of Auditory Reasoning and Processing Skills [TARPS]
Test of Grammatical and Syntactical Skills [TGSS]
Auditory Processing Abilities Test [APAT]
Bankson Language Test-2 [BLT-2]
Carolina Picture Vocabulary Test [CPVT]
Comprehensive Receptive & Expressive Vocabulary Test - Second Edition [CREVT-2]
Comprehensive Test of Phonological Processing [CTOPP]
Expressive One-Word Picture Vocabulary Test - 2000 Edition [EOWPVT]
Fluharty Preschool Speech and Language Screening Test - Second Edition [Fluharty-2]
Goldman-Fristoe Test of Articulation - Second Edition [GFTA-2]
Hodson Assessment of Phonological Patterns - Third Edition [HAPP-3]
Illinois Test of Psycholinguistic Abilities - Third Edition [ITPA-3]
Khan-Lewis Phonological Analysis - Second Edition [KLPA-2]
Kindergarten Language Screening Test - Second Edition [KLST-2]
Lindamood-Bell Auditory Conceptualization Test - Third Edition [LAC-3]
Oral Speech Mechanism Screening Examination - Third Edition [OSMSE-3]
OWLS Written Expression Scale
OWLS Listening Comprehension Scale (LCS) and Oral Expression Scale (OES)
Photo Articulation Test - Third Edition [PAT-3]
Pragmatic Language Skills Inventory [PLSI]
Preschool Language Assessment Instrument - Second Edition [PLAI-2]
Receptive One-Word Picture Vocabulary Test - 2000 Edition [ROWPVT]
Receptive-Expressive Emergent Language Test - Third Edition [REEL-3]
Stuttering Severity Instrument for Children and Adults - Third Edition [SSI-3]
Reynell Developmental Language Scales [REYNELL]
Test of Auditory Comprehension of Language - Third Edition [TACL-3]
Test of Adolescent and Adult Language - Fourth Edition [TOAL-4]
Test of Auditory Processing Skills - 3rd Edition [TAPS-3]
Test of Early Language Development - Third Edition [TELD-3]
Test of Language Development - Intermediate: Fourth Edition [TOLD-I:4]
Test of Language Development - Primary: Fourth Edition [TOLD-P:4]
Test of Narrative Language [TNL]
Test of Phonological Awareness Skills [TOPAS]
Test of Phonological Awareness - Second Edition: PLUS [TOPA-2+]
Test of Pragmatic Language - Second Edition [TOPL-2]
Test of Word Finding - Second Edition [TWF-2]
Token Test for Children - Second Edition [TTFC-2]
Utah Test of Language Development - Fourth Edition [UTLD-4]
Wepman's Auditory Discrimination Test - Second Edition [ADT-2]

Test of Auditory-Perceptual Skills - Revised [TAPS-R]

Morrison F. Gardner

The revision, while maintaining the over-all concept of the original TAPS, does exclude some of the original items replacing these items with new items. The norms for the revised version of the TAPS are more refined and include standard scores, scaled scores, stanines, and percentiles for each subtest. On some of the items of some of the subtests the numerical value of a correct response has been increased in order to refine the norms such as the items in subtests Auditory Sentence Memory and Auditory Interpretation of Directions.
The Hyperactive Rating Scale while not a subtest has been retained since it was determined that the results obtained from this rating scale have been of great value to examiners in determining the effects of a subject's behavior not only on the test results but also a subject's behavior in the classroom and elsewhere.
The seven subtests: Auditory Number Memory - Digits Forward. Auditory Number Memory - Digits Reversed, Auditory Sentence Memory, Auditory Word Memory. Auditory Interpretation of Directions, Auditory Word Discrimination, and Auditory Processing (thinking and reasoning), can be individually administered to subjects 4 years to 13 years and can be administered in 10 to 15 minutes. Scoring takes approximately 5 to 10 minutes.
The TAPS-R like the original TAPS can be administered by occupational therapists, psychologists, speech and language pathologists, audiologists, learning specialists, resource specialists, teachers, diagnosticians, and other professionals.
In addition to converting the raw scores for each subtest to standard scores, scaled scores, stanines, and percentiles. raw scores for each subtest can be converted to language ages, and the sum of the scaled scores can be converted to auditory-perceptual quotients and percentile ranks.
A Spanish version of the TAPS-R Test Booklet is also available (the manual remains in English); some of the English context is modified because of the various Spanish sounds. Examiners should use the Spanish version in whatever way that it is useful in diagnosing Spanish-speaking children who are suspected of having auditory-perceptual problems.

Test of Auditory-Perceptual Skills - Upper Level [TAPS-UL]

Morrison F. Gardner

The Upper Level of the Test of Auditory-Perceptual Skills (TAPS-UL) is an extension of the Test of Auditory-Perceptual Skills for subjects 4 years to 12 years.
This recently developed and standardized test for subjects 12 years to 18 years also measures a subject's performance on the same seven subtests as the lower level, namely, Auditory Number Memory (Forward), Auditory Number Memory (Reversed), Auditory Sentence Memory, Auditory Word Memory, Auditory Interpretation of Directions, Auditory Word Discrimination, and Auditory Processing (Thinking and Reasoning).
While the Upper Level is designed the same as the lower level, the content of each subtest is more difficult to challenge subjects who are 12 years to 18 years old. The Upper Level is designed to yield valuable information in diagnosing subjects who might have auditory-perceptual difficulties such as imperceptions of auditory modality, language problems, and/or learning problems.
The Upper Level can be administered by psychologists, speech pathologists, language specialists, learning specialists, diagnosticians, and other professionals. The six subtests are individually administered. Administration time is 15 to 20 minutes; scoring takes 5 to 10 minutes.
A Spanish version of the Upper Level test booklet is available. Some of the English content is modified because of the various Spanish sounds. Examiners should use the Spanish version in whatever way that it is useful in diagnosing Spanish-speaking subjects who are suspected of having auditory-perceptual problems. English norms are to be used with the Spanish version.

Test of Auditory Reasoning and Processing Skills [TARPS]

Morrison F. Gardner

The Test of Auditory Reasoning and Processing Skills (TARPS) measures the quality and quantity of a subject's auditory thinking and reasoning - the ability of a child to draw conclusions, to make inferences, and to apply and use judgment from what the child auditorily perceives. While many of the questions and statements do reflect what a child has learned from home and formal education, the purpose of this test is to determine what the child does with what he or she has learned. For example, factual information learned from home and formal education usually suggests a measure of memory but does not always measure how a child uses what he or she has learned.
This test will measure a child's ability to think logically, conceptually, and abstractly. It is the ability of a child to perceive auditory matter accurately, make sense of it, and to use judgment and common sense in bringing the matter to a conclusion.
The TARPS taps the following functions of Auditory Reasoning and Processing: General Information, Arithmetic Reasoning, Verbal Absurdities, Finding Reasons, Analogical Completions, Comprehension, Directional Orientation, and Similarities.
The TARPS can be administered by speech pathologists, language pathologists, psychologists, resource specialists, educators, optometrists, occupational therapists, teachers, and other professionals.
The TARPS can be administered to children age 5 years to age 14 years. It is quick and easy to administer (10 to 15 minutes) and to score (5 to 10 minutes). Standardization has been done on 1,200 children.
The TARPS provides norms for the complete test; it does not provide norms for test items according to conceptual group. The norms for the complete test are: age equivalent, standard scores, scaled scores, percentiles, and stanines.

Test of Grammatical and Syntactical Skills [TGSS]

Morrison F. Gardner

The purpose of the Test of Grammatical and Syntactical Skills (TGSS) is to assess how well children have integrated their formal instruction in grammar and syntax into their daily language. The rules and definitions of grammar themselves only have value if the ongoing educational process makes them a natural part of the child's daily expression. With that in mind, every effort was made during the development of the test to include grammatical and syntactical situations that are basic to a child in grades three through nine.
The TGSS provides teachers, principals, educators, resource specialists, teachers of language arts, and other professionals with an instrument that measures what a child has learned about the rules and definitions of grammar and syntax, as well as how well the child is able to apply them.
The TGSS encompasses a wide range of aspects of the English language. The TGSS subtests measure a child's performances in the following areas: Parts of Speech: Definitions (Parts of Speech), Types of Nouns, Pronouns, Adjectives, and Articles; Verbs: Action and Linking Verbs, Subject-Verb Agreement, Verb Tense (Present, Past, and Future), Verb Tense (Present Perfect, Past Perfect, and Future Perfect); Adjectives; Adverbs; Sentences: Types of Sentences According to Use, Types of Sentences According to Structure; Subjects and Predicates; Independent and Dependent Clauses; Grammatically Incorrect Sentences; Punctuation and Capitalization; Word Meaning; and Spelling (Dictated Words).
The TGSS provides normative data for children ages 8 to 15 years using the following norms for each subtest: standard scores, scaled scores, percentiles, stanines, and age equivalents.
The TGSS can be administered in 40 to 50 minutes, depending on the age of the child and can be scored in approximately 15 minutes; the TGSS is designed for use with individual children or as a group-administered test.
The TGSS is an excellent instrument to determine if groups of children are ready to perform grammatical and syntactical functions in the next grade or from eighth grade to ninth grade.

Auditory Processing Abilities Test [APAT]

Deborah Ross-Swain, Nancy Long

The Auditory Processing Abilities Test (APAT) is a norm-referenced auditory processing battery for use with children ages 5-0 through 11-11. It is comprised of 10 subtests that quantify a child's performance in various areas of auditory processing. The battery is designed primarily to be used by speech-language pathologists but may also be used by other professionals such as learning disability specialists, psychologists, resource specialists, and others who are trained in test administration and are interested in evaluating the auditory processing skills of children. The APAT is individually administered and can be completed and scored in less than 45 minutes.
The APAT is standardized on a nationally representative sample. It yields scaled scores and percentile ranks for subtests and standard scores and percentile ranks for the following composites: Global Auditory Processing, Auditory Discrimination, Auditory Memory, Auditory Sequential Memory, Auditory Association, and Auditory Cohesion.
The primary uses of the APAT are for:
   ● Identification of children who are at risk or who may be experiencing Central Auditory Processing Disorder (CAPD)
   ● Determination of a child's specific strengths and weaknesses among a number of auditory processing skills
   ● Documentation of a child's improvement in auditory processing abilities as a result of therapeutic interventions

Arizona Articulation Proficiency Scale - Third Revision [Arizona-3]

Janet Barker Fudala

The Arizona-3 is comprehensive, simple, and brief for ages 1 1/2 years through 18 years. It covers all major speech sounds in the English language, including initial and final consonants and blends, vowels, and diphthongs. Yet it can be administered to most children in 3 minutes, and it generates a clear-cut Total Score, which indicates severity of articulatory deviation.
To administer the Arizona-3, the examiner shows 42 spiralbound Picture Cards, one at a time. The child names objects represented on the picture cards, and the examiner scores each response according to simple quantitative rules.
Arizona-3 scores are provided in several formats - intelligibility descriptions, severity designations, percentile rankings, and standardized scores (Z-scores, standard scores, and normal curve equivalents).
The Arizona-3 is an ideal way to quickly assess articulation proficiency, select children for speech therapy, measure treatment progress, and explain language competencies to parents, teachers, and other professionals.

Bankson Language Test-2 [BLT-2]

Nicholas W. Bankson

The Bankson Language Test-Second Edition (BLT-2) provides examiners with a measure of children's psycholinguistic skills. The device is organized into three general categories that assess a variety of areas: Semantic Knowledge (body parts, nouns, verbs, categories, functions, prepositions, opposites), Morphological / Syntactical Rules (pronouns; verb usage/verb tense; verb usage (auxiliary, modal, copula); plurals; comparatives/ superlatives; negation; questions), Pragmatics (ritualizing, informing, controlling, imagining).

Test results may be reported in terms of standard scores and percentile ranks, which are provided for children ages 3-0 through 6-11. The BLT-2 will be a valuable assessment instrument for use by speech-language pathologists, special educators, and anyone else whose responsibility it is to assess language competence in young children.

Carolina Picture Vocabulary Test [CPVT]

Thomas L. Layton, David W. Holmes

The Carolina Picture Vocabulary Test (CPVT) is a norm-referenced, validated, individually administered receptive sign vocabulary test for children between the ages of 4 and 11 1/2 who are deaf or hearing impaired.
The CPVT consists of 130 items with suggested basal and ceiling levels. Ten to fifteen minutes are required to administer the test. Scaled scores, percentile ranks, and age-equivalency scores are provided.

Comprehensive Receptive & Expressive Vocabulary Test - Second Edition [CREVT-2]

Gerald Wallace, Donald D. Hammill

The Comprehensive Receptive and Expressive Vocabulary Test - Second Edition (CREVT) is an innovative, efficient measure of both receptive and expressive oral vocabulary for ages 4 through 89 years. The CREVT has two subtests and is based on the most current theories of vocabulary development. Unique features in the CREVT include full-color photos on the receptive vocabulary subtest, two equivalent forms, subtests quick to administer and easy to score. Standard scores, percentiles, and age equivalents are provided m the Examiner's Manual.

Comprehensive Test of Phonological Processing [CTOPP]

Richard Wagner, Joseph Torgesen, Carol Rashotte

The Comprehensive Test of Phonological Processing (CTOPP) assesses phonological awareness, phonological memory, and rapid naming. Persons with deficits in one or more of these kinds of phonological processing abilities may have more difficulty learning to read than those who do not. The CTOPP was developed to aid in the identification of individuals from kindergarten through college who may profit from instructional activities to enhance their phonological skills. Because the test battery spans such a wide range of ages, and the abilities it taps are so varied across the ages, it was necessary to develop two versions of the test. The first version. developed for individuals ages 5 and 6 (primarily kindergartners and first graders), contains seven core subtests and one supplemental test. The second version. for individuals ages 7 through 24 (persons in second grade through college). contains six core subtests and eight supplemental tests. In both versions the supplemental tests are provided to allow the examiner to more carefully assess specific phonological strengths and weaknesses. Both versions are individually administered, taking about 30 minutes to administer the core subtests.
Percentiles, standard scores, and age and grade equivalents are provided. Subtest standard scores have a mean of 10 and a standard deviation of 3. The Phonological Awareness, Phonological Memory, and Rapid Naming quotients have a mean of 100 and a standard deviation of 15. Age and grade equivalents show the relative standing of individuals' scores.

Expressive One-Word Picture Vocabulary Test - 2000 Edition [EOWPVT]

Rick Brownell, Editor

The Expressive One-Word Picture Vocabulary Test (EOWPVT) is an individually administered, norm-referenced test that provides an assessment of an individual's English speaking vocabulary. It is standardized for use with individuals ages 2-0 through 18-11. This edition of the EOWPVT has also been conormed with the Receptive One-Word Picture Vocabulary Test (ROWPVT) so that meaningful comparisons can be easily made between an individual's expressive and receptive language. Other notable changes to this edition include the addition and replacement of many test items as well as new administration procedures that permit the examiner to prompt or cue examinees so that they will attend to the relevant aspects of each illustration. Additionally, all illustrations have been newly rendered in full color with drawings that are easily interpreted and that better hold the examinee's interest. To administer the test, the examiner presents a series of illustrations that each depict an object, action, or concept. The examinee is asked to name each illustration. Total time for administration and scoring is typically 15 to 20 minutes. Raw scores can be converted to standard scores, percentile ranks, and age equivalents.

Fluharty Preschool Speech and Language Screening Test - Second Edition [Fluharty-2]

Nancy Buono Fluharty

The Fluharty Preschool Speech and Language Screening Test - Second Edition (Fluharty-2) contains five subtests: Articulation, Repeating Sentences, Responding to Directives and Answering Question, Describing Actions, and Sequencing Events. Scores reflect performance in articulation, receptive language, expressive language, and composite language. The Fluharty-2 provides rapid identification of those preschool children for whom a complete speech and language evaluation is recommended. Administration in 10 minutes is on an individual basis for ages 3 years to 7 years. The Fluharty-2 provides standard scores (M=100, SD=15) and percentiles for subtests and composites. There are age equivalents for the composites.

Goldman-Fristoe Test of Articulation - Second Edition [GFTA-2]

Ronald Goldman, Macalyne Fristoe

The second edition of this systematic measure of a child's articulation of consonant sounds is available with an expanded age range of 2-21. GFTA-2 yields the information you need to assess a child's articulation ability with 39 consonant sounds and blends sampled.
Expanded, revised manual provides greater detail and includes age based standard scores with separate gender norms.

Hodson Assessment of Phonological Patterns - Third Edition [HAPP-3]

Barbara Williams Hodson

The HAPP-3, as well as its predecessors (APP, 1980; APP-R, 1986), was designed for children with highly unintelligible speech. Some major improvements include provision of normative data and technical information, stimulus words and phonetic transcriptions that have been updated and internationalized, and comprehensive evaluation analysis forms that are larger and "user friendly."

The HAPP-3 Comprehensive Phonological Evaluation can be administered in less than 20 minutes. Objects and a few pictures are used to elicit 50 stimulus words. HAPP-3 results are used for coding and categorizing phonological deviations, determining severity intervals/ratings (mild, moderate, severe, profound) along a continuum, identifying major phonological patterns that need to be targeted (for goal statement), and obtaining scores for documenting treatment effects over time (for evidence-based practice.)

The Examiner's Manual includes explicit instruction for administering and analyzing the HAPP-3 on an individual basis with tables for converting Raw Scores to Ability Scores and Percentiles, for ages 3 to 8 years.

Illinois Test of Psycholinguistic Abilities - Third Edition [ITPA-3]

Donald D. Hammill, Nancy Mather, Rhia Roberts

The Illinois Test of Psycholinguistic Abilities - Third Edition (ITPA-3) is an effective measure of children's spoken and written language. All of the subtests measure some aspect of language, including oral language, writing, reading, and spelling. This 2001 edition is for ages 5 to 13 years administered on an individual basis in 45 to 60 minutes.

Khan-Lewis Phonological Analysis - Second Edition [KLPA-2]

Linda Khan, Nancy Lewis

Expand your use of the Goldman-Fristoe with the Khan-Lewis Phonological Analysis (KLPA-2) for complete phonological assessment for 2 years 6 months to adults. KLPA-2 helps you diagnose and plan remediation for 15 common phonological disorders-developmental and non-developmental-such as Initial Voicing and Glottal Replacement.
First administer the Sounds-in-Words Subtest of the Goldman-Fristoe, recording the articulation of major speech sounds in the initial, medial, and final positions in phonological notation. Next transfer these responses to the KLPA-2 Analysis Form. This form lists over 1,200 common sound changes that occur when responses are mispronounced. Easy to read and color-coded, the form gives diagnostic information at a glance. Scoring takes only 15-40 minutes. Then use the Goal Selection Worksheet on the back for developing treatment strategies. The manual also provides step-by-step guidelines for planning remediation.

Kindergarten Language Screening Test - Second Edition [KLST-2]

Sharon V. Gauthier, Charles L. Madison

This individually administered screening test helps identify children who need further diagnostic testing to determine whether or not they have language deficits that will accelerate academic failure. In 5 minutes, identify a child ages 3-6 through 6-11 who may fail academically because of a language deficit. The KLST-2 is a thorough, quick language screener based on the original KLST, which has a 25-year history of use in the field. This edition is completely restandardized and updated; some items have been modified, and the test has been normed.

Lindamood-Bell Auditory Conceptualization Test - Third Edition [LAC-3]

Patricia C. Lindamood, Phyllis Lindamood

The LAC-3 is an individually administered, norm-referenced assessment that measures an individual’s ability to perceive and conceptualize speech sounds using a visual medium. Because of the importance of these auditory skills to reading, the results are helpful for speech-language pathologists, special educators, and reading specialists. The LAC-3 also measures the cognitive ability to distinguish and manipulate sounds, which success in reading and spelling requires. This third edition of the LAC has been improved considerably. Three new categories of items that relate to multisyllabic processing have been added. The availability of standard scores for the LAC-3 total score is a desirable new feature.
Testing time on an individual basis is between 20 and 40 minutes for ages 5 to 19 years.

Oral Speech Mechanism Screening Examination - Third Edition [OSMSE-3]

Kenneth O. St. Louis, Dennis M. Ruscello

The Oral Speech Mechanism Screening Examination - Third Edition (OSMSE-3) provides an efficient, quick, and reliable method to examine the oral speech mechanism of all types of speech, language, and related disorders where oral structure and function is of concern. Requiring only 5 to 10 minutes to administer, the OSMSE-3 is specifically designed for speech-language pathologists who evaluate and treat all kinds of speech and language disorders for clients 5 to 78 years old. The completely revised and updated manual has sixteen new color photographs to illustrate various normal and abnormal oral structures.

OWLS Written Expression Scale

Conormed with the OWLS Oral Language Scales, the Written Expression Scale offers an authentic assessment of written language skills in children and young adults. Its wide age range of 5 years through 21 years gives a broad-based record of growth-from primary and middle grades through high school and postsecondary years. Its Descriptive Analysis provides the information needed for intervention planning.
The Written Expression Scale can be administered individually or in small groups between 15 and 25 minutes. The examiner presents a variety of writing prompts--like those tasks found in the classroom-either verbally, with pictures, or in print. Examinees write responses in a booklet.
The manual features detailed guidelines with samples of actual responses. The record form contains representations of score patterns and a record of item-by-item results.

OWLS Listening Comprehension Scale (LCS) and Oral Expression Scale (OES)

The LCS is a measure of receptive language. Using a convenient easel, the examiner reads a verbal stimulus aloud. The examinee responds by indicating a picture on the examinee's side of the easel. Correct responses are indicated on the examiner's side of the easel and on the record form.
For the OES, the examinee either answers a question, completes a sentence, or generates one or more sentences in response to a visual/verbal stimulus. Common correct and incorrect responses are included on the record form.
Administration is easy on an individual basis for ages 3 through 21 years. Neither scale requires reading by the examinee.

Photo Articulation Test - Third Edition [PAT-3]

Barbara A. Lippke, Stanley E. Dickey, John W. Selmar, Anton L. Soder

The Photo Articulation Test - Third Edition (PAT-3) is a completely revised edition of the popular Photo Articulation Test. To administer the PAT-3, the examiner simply points to each consecutive numbered photograph and asks the child, "What is this?" The child's response is scored on the Summary/Response Form to indicate the presence or absence of errors. The elicited sounds are arranged by age of acquisition. The Summary/ Response Form groups the sounds by the ages at which 90% of the sample correctly articulated the sounds. All sounds that are tested are written in the international phonetic alphabet. In addition, consonant sounds are differentiated into the initial, medial, and final positions within the stimulus words. The results from the PAT-3 provide the clinician with a straightforward comprehensive view of each student's articulation errors. Some of the new features of the PAT-3 include full-color photos used to elicit words; stimulus pictures that appeal to students; quick test administration; and easily scored and interpreted test results. Testing time is 20 minutes on an individual basis for ages 3-6 through 9 years.

Pragmatic Language Skills Inventory [PLSI]

James E. Gilliam, Lynda Miller

The Pragmatic Language Skills Inventory (PLSI) is an easy-to-use, norm-referenced rating scale designed to assess children's, ages 5 to 13 years, pragmatic language abilities. Its 45 items can be administrered on an individual basis in five to 10 minutes. The PLSI has three subscales: Personal Interaction Skills, Social Interaction Skills, and Classroom Interaction Skills.
Teachers, early interventionists, and other professionals should find this test useful and thorough as a diagnostic instrument.

Preschool Language Assessment Instrument - Second Edition [PLAI-2]

Marion Blank, Susan A. Rose, Laura J. Berlin

The Preschool Language Assessment Instrument - Second Edition (PLAI-2) is a revision of a classic test of children's discourse abilities. Normed on a sample of 463 children residing in 16 states, PLAI-2 is based on a model of classroom discourse that emphasizes the ability of children to respond effectively to the teacher's questions and commands at varying levels of abstraction. Rather than pinpointing discrete language structures or specific vocabulary items that may require therapy, PLAI-2 results tell how effectively a child integrates knowledge of vocabulary, concepts, and language structures to deal with the full range of exchanges in classroom discourse. Teachers and speech-language clinicians alike will appreciate the ease-of-use and pragmatic information this test provides.
The PLAI-2 has two types of assessments for ages 3 to 6 years. The norm-referenced assessment (formal) report results in terms of standard scores for the subtests (called scaled scores) and an overall score (called the Discourse Ability score). The nonstandardized assessment (informal) reports percentages for behaviors that interfere with effective communication. Testing time is 30 minutes on an individual basis.

Receptive One-Word Picture Vocabulary Test - 2000 Edition [ROWPVT]

Rick Brownell, Editor

The Receptive One-Word Picture Vocabulary Test (ROWPVT) is an individually administered, norm-referenced test that provides an assessment of an individual's English hearing vocabulary. It is standardized for use with individuals ages 2-0 through 18-11.
Notable changes to this edition include the addition and replacement of many test items as well as the rendering of all illustrations in full color with drawings that are easy to interpret and that better hold the examinee's interest.
To administer the test, the examiner presents a series of test plates that each show four illustrations. The examiner orally presents a stimulus word, and the examinee must identify the illustration that depicts the meaning of the word. Total time for administration and scoring is typically 15 to 20 minutes. Raw scores can be converted to standard scores, percentile ranks, and age equivalents.

Receptive-Expressive Emergent Language Test - Third Edition [REEL-3]

Kenneth R. Bzoch, Richard League, Virginia L. Brown

The Receptive-Expressive Emergent Language Test - Third Edition (REEL-3) is designed to help identify infants and toddlers birth through 3 years who have language impairments or who have other disabilities that affect language development. It is especially useful as an assessment and planning instrument in Early Childhood Intervention programs.

The REEL-3 has two core subtests, Receptive Language and Expressive Language, and a new supplementary subtest. Inventory of Vocabulary Words. Results are obtained from a caregiver interview. The REEL-3 is based on a contemporary linguistic model. Standard scores, percentile rank, and age equivalents are provided. Testing time is 20 minutes on an individual basis.

Reynell Developmental Language Scales [REYNELL]

Joan K. Reynell, Christian P.Gruber

The Reynell Developmental Language Scales measure language skills in young or developmentally delayed children. These scales assess Verbal Comprehension measuring receptive language skills and Expressive Language assessing expressive language skills. Designed for use with children aged 1 year to 7 years, the Reynell is easy to administer to individuals in less than 30 minutes. The test provides standard scores, percentiles, and developmental age scores.

Stuttering Severity Instrument for Children and Adults - Third Edition [SSI-3]

Glyndon D. Riley

The Stuttering Severity Instrument for Children and Adults - Third Edition (SSI-3) measures the stuttering severity for clinical and research use of both children and adults. The SSI-3 Test Record and Frequency Computation Form is divided into four major areas: frequency (converted to scale scores 0 through 18); duration (converted to scale scores 0 through 18); physical concomitants (rated by degree of distractibility 0 through 20); and severity conversion tables for preschool children (ages 2-10 through 511); school-age children (ages 6-1 to 16-11), and adults (ages 17-0 and older).
Features of the third edition:
● Percent Stuttered Syllables is used to express frequency
● Duration of the longest stuttering events is timed
● Physical Concomitants are rated
● New normative data are reported
● Reliability data are provided for research and clinical use
● Validity issues are addressed and related data are provided
● Picture plates are expanded to simplify speaking samples
● New Action Pictures encourage guided conversation
● Readings at the 5th grade, 7th grade, and adult levels are provided

Test of Auditory Comprehension of Language - Third Edition [TACL-3]

Elizabeth Carrow-Woolfolk

The Test of Auditory Comprehension of Language - Third Edition (TACL-3) is a popular, individually administered measure of receptive spoken vocabulary, grammar, and syntax. The test consists of 142 items divided into three subtests that assess a child's ability to understand the following categories of English language forms: vocabulary, grammatical morphemes, and elaborated phrases and sentences. Percentile ranks, standard scores. and age equivalents are provided.
The TACL-3 is quick to give in 15 to 25 minutes and easy to score. Each item is composed of a word or sentence and a corresponding picture plate that has three full-color drawings. No oral response is required on the part of the subject. Administration is on an individual basis for ages 3 years through 9 years.

Test of Adolescent and Adult Language - FourthEdition [TOAL-4]

Donald D. Hammill, Virginia L. Brown, Stephen C. Larsen, J. Lee Wiederholt

The Test of Adolescent and Adult Language - Fourth Edition is designed to measure spoken and written language abilities for ages 12 through 24 years. The TOAL-4 has six subtests: Word Opposites, Word Derivations, Spoken Analogies, Word Similarities, Sentence Combining, and Orthographic Usage.
Test results can be reported as percentile ranks and scaled scores. The scaled scores of these subtests can be combined to form three composites (Spoken Language, Written Language, and General Language) to estimate an individual's status relative to the abilities measured by the test.
Testing time is between one and three hours on an indiviual/group basis.

Test of Auditory Processing Skills - 3rd Edition [TAPS-3]

Nancy Martin, Rick Brownell

The TAPS-3 represents a very thorough reshaping of the Test of Auditory Perceptual Skills, Revised (previously authored by M. Gardner). The most obvious change is that there are no longer two "levels" of the test - the TAPS-3 offers seamless coverage for ages 4 through 18 years. The TAPS-3 measures what a person does with what is heard, and is intended to be used along with other tests as part of a battery. It is designed to be used by speech-language pathologists, audiologists, school psychologists, and other testing professionals.

The order of the subtests reflects a developmental progrssion of tasks from easiest to most difficult. Four new subtests have been added: Phonological Segmentation, Phonological Blending, Auditory Comprehension, and Auditory Reasoning (this replaces the Auditory Processing subtest from previous editions). New items were developed for many subtests, while some existing test items were retained. The content for other subtests has been completely revised; for example, the last subtest, Auditory Reasoning, contains all new items specifically designed to tap auditory cohesion, a higher-order process. An optional Audity Figure-Ground task has also been added as a supplemental subtest presented via CD to flag attentinon problems and give feedback about how the child's auditory processing system works in "real-world" situations. The subtests are:

• Word Discrimination
• Phonological Segmentation
• Phonological Blending
• Numbers Forward
• Numbers Reversed
• Word Memory
• Sentence Memory
• Auditory Comprehension
• Auditory Reasoning

There are also notable differences in how scores are derived and the types of scores obtained. The use of partial credit in some subtests reflects more accurately the child's auditory abilities. In addition to one overall score, individual subtest scores are combined to derive three cluster scores: Basic Auditory Skills (Word Discrimination, Phonological Segmentation, and Phonolgical Blending subtests), Auditory Memory (Number Memory Forward, Number Memory Reversed, Word Memory, and Sentence Memory subtests), and Auditory Cohesion (Auditory Comprehension and Auditory Reasoning subtests). The introductory chapter of this manual presents and updated literature review.

The TAPS-3 remains an untimed test, can still be completed in about one hour and can be scored in about 15-20 minutes. Detailed scoring criteria are provided, with alternate acceptable answers when applicable. The TAPS-3 norms are now nationally stratified to match as closedly as possible the demographics shown in the latest US Census with regard to gender, ethnicity, residence, geographic location, and parent educational level. Norms are based data from over 2000 sudents. Indibidual subtests are reported as scaled scores, whille cluster scores (Phonological Skills, Memory, and Cohesion) and the overall score are reported standard scores; percentile ranks and age equivalents are also provided.

Test of Early Language Development - Third Edition [TELD-3]

Wayne P. Hresko, D. Kim Reid, Donald D. Hammill

The TELD-3 is a major revision. Like the previous edition, the TELD-3 yields an overall Spoken Language score, but now it includes scores for Receptive Language and Expressive Language subtests. The test is quick and easy to administer and score, testing time between 15 and 45 minutes on an individual basis. The attractive pictures and content, along with the untimed nature of the items, allow for optimal assessment. Standard scores (with a mean of 100 and a standard deviation of 15) and percentiles are provided for subtest and composite scores. Age equivalent scores also are reported for the subtests, for ages 2 through 7.

Test of Language Development - Intermediate: Fourth Edition [TOLD-I:4]

Donald D. Hammill, Phyllis L. Newcomer

The Test of Language Development-Intermediate, now in its fourth edition, for ages 8 years to 18 years, is available to identify children who are significantly below their peers in oral language proficiency, determine their specific strengths and weaknesses in oral language skills, document their progress in remedial programs, and measure oral language in research studies.
The TOLD-I:4 comprises six subtests that measure semantics (i.e., meaning and thought) or grammar (i.e., syntax and morphology) skills. Two subtests measure listening abilities; two measure organizing abilities; and two measure speaking abilities. The combination of all six subtests represents overall Spoken Language.
Testing time is between 30 minutes and one hour on an individual basis.

Test of Language Development - Primary: Fourth Edition [TOLD-P:4]

Donald D. Hammill, Phyllis L. Newcomer

The Test of Language Development-Primary: Fourth Edition assesses spoken language in young children ages 4 years to 9 years. Professionals can use this test to identify children who are significantly below their peers in oral langauge proficiency, determine their specific strengths and weaknesses in oral language skills, document their progress in remedial programs, and measure oral language in research studies.
The TOLD-P:4 has nine subtests which measure various aspects of oral langauge:picture vocabulary, relational vocabulary, oral vocabulary, syntactic understanding, sentence imitation, morphological completion, word discrimination, word analysis, and word articulation. The results of these subtests can be combined to form composite scores for the major dimensions of language: semantics and grammar; listening, organizing, and speaking; and overall language ability.
Administration on an individual basis is approximately one hour.

Test of Narrative Language [TNL]

Merlin J. Mecham

Ronald B. Gilliam, Nils A. Pearson
Examiners assess children’s ability to remember and tell stories in three formats: stories with no picture cues, stories that correspond to sequenced pictures, and stories that correspond with a single picture of a scene. This test is different because it was designed to examine how well children use their knowledge of the components of language as they engage in functional discourse. Examiners audiotape record their administration of the TNL and later score the children’s stories as they listen to the tape. The Test of Narrative Language (TNL) is easy to administer on an individual basis to ages 5 to 12 years, and measures children’s story comprehension and oral narration in 15 to 20 minutes.

Test of Phonological Awareness Skills [TOPAS]

Phyllis Newcomer, Edna Barenbaum

The TOPAS is helpful in identifying children ages 5 through 10 who have problems in phonological awareness. It has four subtests (Rhyming, Incomplete Words, Sound Sequencing, and Sound Deletion) that measure three areas of phonological awareness: sound comparison, phoneme blending, and phoneme segmentation.
Percentile ranks, age equivalents, standard scores, and a composite score are provided.
Testing time is between 15 and 30 minutes on an individual basis.

Test of Phonological Awareness - Second Edition: PLUS [TOPA-2+]

Joseph K. Torgesen, Brian R. Bryant

The TOPA - 2+, a revision of the popular Test of Phonological Awareness, is a group-administered, norm-referenced measure of phonological awareness for children ages 5 through 8 years. The scale, which can also be administered individually, has demonstrated reliability, and the test yields valid results that are reported in terms of percentile ranks and a variety of standard scores (e.g., scale scores, Normal Curve Equivalents) that can be selected based on the preference of the examiner and the purpose for which the results are to be used (e.g., identification; reports to local, state or federal agencies). The TOPA - 2+ has two versions, a Kindergarten version taking 30 to 45 minutes to administer and an Early Elementary version taking 15 to 30 minutes to administer, that measure young children's ability to (a) isolate individual phonemes in spoken words and (b) understand the relationships between letters and phonemes in English. The latter skill was not assessed by the original TOPA and is the reason the PLUS was added to the title. All new normative data has been collected and is presented.

Complete

Test of Pragmatic Language - Second Edition [TOPL-2]

Diana Phelps-Terasaki, Trisha Phelps-Gunn

The Test of Pragmatic Language-2 (TOPL-2) for ages 6 years to 19 years expands the original test for an even more in-depth and comprehensive analysis of social communication in context. Its four main uses include identifying individuals with pragmatic language defiits, determining individual strengths and weaknessess, documenting an individual's progress, and researching pragmatic language skills. Testing time is between 45 and 60 minutes on an individual basis.

Test of Word Finding - Second Edition [TWF-2]

Diane J. German

The Test of Word Finding - Second Edition (TWF-2) is a new edition of the Test of Word Finding (TWF), the standard in word finding assessment. Like the TWF, the TWF-2 is a nationally standardized, individually administered diagnostic tool for the assessment of children's word finding skills. The TWF-2 was developed to be administered to children 4 years through 12 years 11 months. Three forms are provided: a pre-primary form for preschool and kindergarten children; a primary form for the first and second grades; and an intermediate form for the third through sixth grades. These new norms extend the use of the TWF-2 to include Preschool age children.
The TWF-2 uses 4 different naming sections to test a student's word finding ability:
● Picture Naming Nouns - an assessment of a student's accuracy and speed when naming compound and one to four-syllable target words
● Sentence Completion Naming - an assessment of a student's accuracy when naming target words to complete a sentence read by the examiner
● Picture Naming Verbs - an assessment of a student's accuracy when naming pictures depicting verbs in the progressive-ing and past-tense forms
● Picture Naming Categories - an assessment of a student's accuracy and speed when naming objects and the distinct categories to which they belong.
To be sure that the student's word finding evaluation is based on words the student knows, the examiner uses the Comprehension Assessment to test the student's comprehension of the items missed during the naming accuracy testing.

Token Test for Children - Second Edition [TTFC-2]

Ronnie L. McGhee, David J. Ehrler, Frank DiSimoni

The Token Test for Children - Second Edition is a reliable and effective screening measure for assessing receptive language in children ages 3 years to 13 years. Administration is rapid, yielding raw scores, standard scores, percentile ranks, and age equivalents. The test requires the administrator to give the child 46 linguistic commands, to which the child must respond by manipulating 20 small tokens. The commands are arranged in four parts of increasing difficulty and must be administered in consecutive order.

Utah Test of Language Development - Fourth Edition [UTLD-4]

Merlin J. Mecham

The Utah Test of Language Development-Fourth Edition (UTLD-4) is an objective instrument for measuring expressive language skills in children with and without disabilities. This popular test is an effective tool for speech pathologists, audiologists, and psychologists in clinical and educational settings. The UTLD-4 is a complete revision and contains five new subtests: Picture Identification, Word Functions, Morphological Structures, Sentence Repetition, and Word Segmentation. Scores reflect performance in semantics, grammar, and phonology. Percentiles and standard scores are provided for children ages 3-0 through 9-11. Testing time is between 30 and 45 minutes on an individual basis.

Wepman's Auditory Discrimination Test - Second Edition [ADT-2]

Joseph M. Wepman, William M. Reynolds

Using a very simple procedure, the Auditory Discrimination Test - Second Edition assesses a child's ability to recognize the fine differences between phonemes used in English speech. The examiner reads aloud 40 pairs of words, and the child indicates, verbally or gesturally, whether the words in each pair are the same or different. The entire test can be administered and scored in just 5 minutes.
The ADT-2 provides standard scores and percentile norms at half-year intervals for children between the ages of 4 and 8 years.