The Preschool Language Scale-Fifth Edition, Spanish (PLS-5 Spanish), assesses understanding and use of
language and is used to identify a language delay or disorder in children who are monolingual Spanish
speakers or bilingual Spanish-English speakers. The test provides a Spanish and English version of each
test item administered. For children who only speak Spanish, only the Spanish items are administered.
For children who are bilingual the Spanish items are administered first, and any missed items are
administered in English. The PLS-5 Spanish allows for dual language assessment and is developed for
use with children from birth through seven years eleven months of age.
The PLS-5 Spanish 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, Spanish.
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, Spanish.
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, Spanish. 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, Spanish 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, Spanish 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, Spanish 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 Spanish 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, Spanish (PLS-5 Spanish), assesses understanding and use of
language and is used to identify a language delay or disorder in children who are monolingual Spanish
speakers or bilingual Spanish-English speakers. The test provides a Spanish and English version of each
test item administered. For children who only speak Spanish, only the Spanish items are administered.
For children who are bilingual the Spanish items are administered first, and any missed items are
administered in English. The PLS-5 Spanish allows for dual language assessment and is developed for
use with children from birth through seven years eleven months of age. Portions of the PLS-5, Spanish
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 Spanish
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.