The Preschool Language Scale-Fifth Edition(PLS-5) assesses understanding and use of language and is
used to identify a language delay or disorder in children from birth through seven years eleven months of
age. The PLS-5 is composed of two standardized scales: Auditory Comprehension and Expressive
Communication. The Auditory Comprehension (AC) subscale used to evaluate the scope of a child’s
comprehension of language. The Expressive Communication (EC) subscale is used to determine how
well a child communicates with others.
All standard scores are based on a mean of 100, with a standard deviation of 15, and an average range of
85-115.
Auditory Comprehension
X
90%
Confidence
Interval
X
Expressive Communication
X
X
X
Total Language Score
X
X
X
Subscale
Standard
Score
Percentile
Rank
X
Auditory Comprehension
Xxx obtained a standard score of X on the Auditory Comprehension portion of the PLS-5. There is a 90
percent chance that his/her true abilities fall within the range of X to X.
Xxx’s abilities on this task fall within the average range for students this age.
OR
Xxx’s abilities on this task do not fall within the average range for students this age. His/her performance
indicates an area of concern.
(If the score is below average, but NOT a disorder then add this sentence.)
Xxx’s abilities on this task do not fall within the average range for students this age. His/her performance
did not, however, emerge in a range that is considered to be an area of concern at this time.
Expressive Communication
Xxx obtained a standard score of X on the Expressive Communication portion of the PLS-5. There is a
90 percent chance that his/her true abilities fall within the range of X to X.
Xxx’s abilities on this task fall within the average range for students this age.
OR
Xxx’s abilities on this task do not fall within the average range for students this age. His/her performance
indicates an area of concern.
(If the score is below average, but NOT a disorder then add this sentence.)
Xxx’s abilities on this task do not fall within the average range for students this age. His/her performance
did not, however, emerge in a range that is considered to be an area of concern at this time.
Total Language
Xxx obtained a standard score of X on the Total Language portion of the PLS-5. There is a 90 percent
chance that his/her true abilities fall within the range of X to X.
Xxx’s abilities on this task fall within the average range for students this age.
OR
Xxx’s abilities on this task do not fall within the average range for students this age. His/her performance
indicates an area of concern.
(If the score is below average, but NOT a disorder then add this sentence.)
Xxx’s abilities on this task do not fall within the average range for students this age. His/her performance
did not, however, emerge in a range that is considered to be an area of concern at this time.
For use as a criterion referenced instrument:
(Note: The PLS-5 can be used as a criterion referenced instrument with children for whom standard
scores cannot be obtained. This may be because the children being assessed are not consistent with the
normative sample of the test due to primary language, or general level of language ability. The PLS-5
does allow the instrument to be used for children outside the ages of the standardized sample. However,
district guidelines are that we should generally not use the PLS-5 for children older than 7 years 11
months. According to the Examiner’s Manual, when you modify standardized procedures, you cannot use
the normative scores. It is appropriate to describe in your report the language behaviors that the child can
and cannot do with specific modifications. Use the Item Analysis Checklist in the PLS-5 Administration
and Scoring Manual for a description of language tasks for each age range.) If there is not a pattern of
stable skills by age range (if the skills are more scattered across age ranges), consider plotting skills on
the PLS-5 Profile form (located at the back of the protocol) to determine broad skill areas of strengths and
weaknesses (i.e. vocabulary, connected speech, syntax, morphology).
The Preschool Language Scale-Fifth Edition(PLS-5) assesses understanding and use of language and is
used to identify a language delay or disorder in children from birth through seven years eleven months of
age. The PLS-5 is composed of two standardized scales: Auditory Comprehension and Expressive
Communication. The Auditory Comprehension (AC) subscale used to evaluate the scope of a child’s
comprehension of language. The Expressive Communication (EC) subscale is used to determine how
well a child communicates with others. Portions of the PLS-5 were administered to Xxx in order to
determine present competencies in a variety of foundation language skills.
With (list specific modifications), Xxx demonstrates stable auditory comprehension skills at the X to X
age level. [If scattered skills are evident, include this statement:] He/she demonstrates scattered skills to
the X to X age level.
With (list specific modifications), Xxx demonstrates expressive language competence at the X to X age
level. [If scattered skills are evident, include this statement:] He/she demonstrates scattered skills to the X
to X age level.
Optional if the PLS-5 Profile was used:
Broad areas of language based strengths and weaknesses were determined based on the PLS-5 Profile.
Regarding Auditory comprehension, XXX exhibited strengths in the areas of: (select the areas that apply)
attention (attention to environment, attention to people), gesture, play, semantics (vocabulary/connected
speech, qualitative concepts, spatial concepts, quantitative concepts, time/sequence concepts), language
structure (morphology, syntax), integrative language skills, emergent literacy skills. (If weaknesses, note
them here): XXX exhibited weaknesses in the areas of: (select the areas that apply) attention (attention to
environment, attention to people), gesture, play, semantics (vocabulary/connected speech, qualitative
concepts, spatial concepts, quantitative concepts, time/sequence concepts), language structure
(morphology, syntax), integrative language skills, emergent literacy skills.
Regarding Expressive language, XXX exhibited strengths in the areas of: (select the areas that apply)
vocal development, gesture, social communication, semantics (vocabulary/connected speech, qualitative
concepts, spatial concepts, time/sequence concepts), language structure (morphology, syntax), integrative
language skills, emergent literacy skills. (If weaknesses, note them here): XXX exhibited weaknesses in
the areas of: (select the areas that apply) attention (attention to environment, attention to people), gesture,
play, semantics (vocabulary/connected speech, qualitative concepts, spatial concepts, quantitative
concepts, time/sequence concepts), language structure (morphology, syntax), integrative language skills,
emergent literacy skills.