The Clinical Evaluation of Language Fundamentals Preschool – Second Edition (CELFPreschool-2) was administered to determine Xxx’s oral language skills. The test provides a
variety of subtests to assess the language skills of preschool-aged children who will be in an
academic-oriented setting.
In addition to individual subtest scores, the CELF Preschool-2 also provides index scores that
give information about a child’s strengths and weaknesses across receptive and expressive
modalities, language content, and language structure. A description of each subtest and index
scores is provided below.
Core Language Subtests
Scaled
Score
Standard
90%
Score
Confidence
Interval
Percentile
Sentence Structure
Word Structure
Expressive Vocabulary
Concepts & Following Directions
Recalling Sentences
Word Classes- Total
Core Language Score
Receptive Language Index
Expressive Language Index
Language Content Index
Language Structure Index
If the Core Language score is within the range of 85– 115, the child’s performance is in the
average range. The Core Language score is considered by the test developer to be the most
representative measure of a child’s language skills. According to the publisher, the
remainder of the Index scores do not have to be derived.
If the Core Language score is within 1.5 SD (78- 122) this is typically not an area of concern
unless there is other supporting data to support a disorder.
SUBTESTS
Sentence Structure: This subtest is used to evaluate the child’s ability to interpret spoken
sentences of increasing length and complexity.
[Optional: If the student’s performance on this measure is unusual, you may provide additional
comments. Example: Observation during this task indicated that student’s performance was
characterized by fleeting attention to task, off topic comments, and the need for frequent redirection to task, etc.]
Concepts and Following Directions: This subtest evaluates a child’s ability to interpret, recall,
and execute oral commands of increasing length and complexity.
[Optional comments.]
Basic Concepts: This subtest evaluates the child’s knowledge of concepts of dimension/size,
direction/location/position, number/quantity, and equality concepts.
[Optional comments.]
Word Structure: This subtest is used to assess a child’s knowledge of grammatical rules in a
sentence-completion task.
[Optional comments.]
Expressive Vocabulary: This task evaluates the child’s ability to label illustrations of people,
objects, and actions.
[Optional comments.]
Recalling Sentences: This subtest evaluates the child’s ability to repeat sentences of varying
length and complexity without changing any word meanings or structure.
[Optional comments.]
Word Classes (Receptive, Expressive, and Total): This task evaluates a child’s ability to
understand and express relationships between words that are related by semantic class
relationships.
[Optional comments.]
[Delete those test/indexes not required.]
CORE LANGUAGE SCORE
Xxx was administered the subtests of CELF Preschool–2 from which the Core Language score
was derived. The Core Language score is considered to be the most representative measure of a
student’s language skills and provides way to quantify a child’s overall language performance.
The Core Language score has a mean of 100 and a standard deviation of 15.
Xxx obtained a score of X. 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 did/not fall within the average for students of this age
represented by the normative sample.
(If the score is below average but NOT a concern then add this sentence.)
His/her performance did not, however, emerge in a range that is considered to be an area of
concern at this time.
INDEX SCORES: The CELF Preschool-2 index scores provide information about a child’s
strengths and weaknesses across receptive and expressive modalities, language content, and
language structure. Xxx’s performance on the index scores follow.
RECEPTIVE LANGUAGE INDEX
The Receptive Language index is a cumulative measure of Xxx’s performance on three subtests
designed to best probe receptive aspects of language including comprehension and listening. The
Receptive Language index has a mean of 100 and a standard deviation of 15.
Xxx obtained a standard score of X. 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 did/not fall within the average for students
of this age represented by the normative sample.
(If the score is below average but NOT a disorder then add this sentence.)
His/her performance did not, however, emerge in a range that is considered to be an area of
concern at this time.
EXPRESSIVE LANGUAGE INDEX
The Expressive Language index is a cumulative measure of Xxx’s performance on the three
subtests that probe oral language expression. The Expressive Language index has a mean of 100
and a standard deviation of 15.
Xxx obtained a standard score of X. 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 did/not fall within the average for students
of this age represented by the normative sample.
(If the score is below average but NOT a disorder then add this sentence.)
His/her performance did not, however, emerge in a range that is considered to be an area of
concern at this time.
LANGUAGE CONTENT INDEX
The Language Content index is a cumulative measure of Xxx’s performance on three subtests
designed to probe semantic knowledge. The Language Content index has a mean of 100 and a
standard deviation of 15.
Xxx obtained a standard score of X. 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 did/not fall within the average for students
of this age represented by the normative sample.
(If the score is below average but NOT a disorder then add this sentence.)
His/her performance did not, however, emerge in a range that is considered to be an area of
concern at this time.
[Optional: Delete if not used.]
ADDITIONAL INFORMATION
Phonological Awareness: This task gathers information about the child’s knowledge of the
sound structure of language and ability to manipulate sound through (a) compound word and
syllable blending, (b) sentence and syllable segmentation, and (c) rhyme awareness and
production.
Xxx received a total score of X on Phonological Awareness. Xxx’s score did/did not meet the
criterion score for this age, indicating adequate/inadequate processing at the level of phonology.
(Elaborate as necessary.)
Pre-Literacy Rating Scale: This task identifies pre-literacy skills that may influence
development of literacy skills in children ages 3;0-6;11.
Xxx received a total score of X. This score did/did not meet the criterion score for this
age. This score suggests adequate/inadequate pre-literacy skills. (Elaborate as necessary.)
Recalling Sentences in Context
Using a storybook, this subtest evaluates Xxx’s ability to repeat sentences without changing word
meaning, inflections, morphology, or syntax. The inability to repeat sentences verbatim indicates
whether the child has internalized the required structures. Xxx earned a total raw score of X on
Recalling Sentences in Context. This score is in the X-X percentile range for this age. (Elaborate
as necessary.)
Descriptive Pragmatics Profile: This profile identifies non-verbal and verbal pragmatic deficits
that may negatively influence social and academic communication in context.
Xxx received a total score of X. This score did/did not meet the criterion score for this
age. This score suggests adequate/inadequate pragmatic skills. (Elaborate as necessary.)