CELF Preschool 2 (Clinical Evaluation of Language Fundamentals- Second edition UK)
LEVEL 1 TESTING: The examiner identifies the problem and determines if a language disorder is
present.
A core language score is derived by testing on 3 subtests.
This core language score is a general measure of language ability that quantifies a student’s
overall language performance
Subtest
Sentence Structure
Word Structure
Expressive Vocabulary
Core Language Score
Standard Score (Mean = 10)
Percentile Rank
LEVEL 2 TESTING: The examiner describes the nature of the disorder.
The receptive language index score measures listening and auditory comprehension. Different
subtests are computed according to the child’s age.
Subtest
Standard Score (Mean = 10)
Sentence structure
Concepts and Directions
Basic Concepts ages 3-4 or Word
Classes receptive for ages5-6
Receptive Language Score
Percentile Rank
The expressive language index score is an overall measure of the student’s expressive language
skills.
Subtest
Word Structure
Expressive vocabulary
Recalling Sentences
Expressive Language Score
Standard Score (Mean = 10)
Percentile Rank
The language content index score measures aspects of semantic development including
vocabulary, concept and category development interpretation of factual and inferential
information and the ability to create meaningful and correct sentences.
Subtest
Standard Score (Mean = 10)
Expressive Vocabulary
Concepts and Directions
Basic Concepts ages 3-4 or Word
classes total ages 5-6
Language Content Score
Percentile Rank
The language structure index score is an overall measure of receptive and expressive
components of interpreting and producing sentence structure.
Subtest
Sentence Structure
Word Structure
Recalling Sentences
Language Structure Score
Standard Score (Mean = 10)
Percentile Rank
LEVEL 3 TESTING: The examiner evaluates early classroom and literacy fundamentals.
Recalling sentences in context: This subset may yield better performance with the contextual
cues from the story.
Phonological awareness evaluates the child’s knowledge of sound structure of language and the
ability to manipulate sounds.
Pre-literacy rating scale: A checklist that can be completed by the therapist, parent, teacher or
other informants to evaluate skills that may influence the development of literacy.
LEVEL 4 TESTING: Evaluating language and communication in context.
The Descriptive Pragmatics profile identifies non verbal and verbal pragmatic deficits that may
negatively influence social and academic communication in context.
The individual subtests of the CELFP 2UK are detailed below:
Sentence structure this subtest assesses the child’s ability to interpret sentences of
increasing length.
Word Structure subtest evaluates the acquisition of grammatical rules in sentence
completion.
A low score on this subtest may be compensated for by modeling and practice.
Expressive vocabulary assesses the child’s ability to name illustrations of people objects
and actions.
The Concepts and directions subtest assesses the ability to interpret, recall and carry
out commands of increasing length and complexity.
The Recalling Sentences subtest evaluates the child’s ability to listen to and repeat
spoken sentences of increasing length without changing the word meanings or sentence
structure.
Basic Concepts: Evaluates the child’s knowledge of concepts of size, direction, quantity
etc.
The Word classes subtest assesses the child’s ability to perceive the relationships
between words that are related semantically and to express those relationships.