[CELF Core for Ages 5-8:]
The Clinical Evaluation of Language Fundamentals-4 (CELF-4) Spanish Edition was
administered to assess the student’s receptive and expressive language skills. The standard score
for each subtest of the CELF-4 is based on a mean of 10 with an average range of 7-13. The
standard score for the Composite Scores are based on a mean of 100 with a standard deviation of
15 and an average range of 85-115.
Core Subtests
Scaled
Score
Standard
Score
90%
Confidence
Interval
Percentile
Concepts & Following Directions
Word Structure
Recalling Sentences
Formulated Sentences
Supplementary Subtests
Word Classes - Receptive
Word Classes - Total
Sentence Structure
Expressive Vocabulary
Number Repetition Total
Familiar Sequences 1
Core and Index Scores
Core Language
Receptive. Language
Expressive Language
Language Content
Language Structure
Working Memory
The
Core Language score is considered to be the most representative measure of a child’s
language skills. Core subtest scores should not be interpreted individually on the
CELF-4, and should not be used as independent scores in a cross-battery
interpretation. The Core Language Score is considered the primary interpretable
score on this assessment. Index Scores (such as the Receptive Language, Expressive
Language, Language Content, Language Memory and Working Memory Indexes)
may provide additional information when interpreting a Core Language Score that
does not fall in the average range.
SUBTEST SCORES
Concepts and Following Directions
The Concepts and Following Directions subtest is used to evaluate the student’s ability to
interpret, recall, and execute oral commands of increasing length and complexity that contain
concepts of functional language.
[Optional: If the student’s performance on a subtest is below average, you may provide
additional comments. Example: Observation during this task indicated that Xxx’s
performance was characterized by fleeting attention to task, off topic comments, and the
need for frequent re-direction to task. Etc.]
Word Structure:
The Word Structure subtest is used to evaluate the student’s ability to a) apply word structure
rules to mark inflections, derivations, and comparison and b) select and use appropriate pronouns
to refer to people, objects, and possessive relationships.
[Optional: Observations]
Recalling Sentences
The Recalling Sentences subtest is used to evaluate the student’s ability to recall and reproduce
sentences of varying length and syntactic complexity. The student imitates sentences presented by
the examiner.
[Optional: Observations]
Formulated Sentences
The Formulated Sentences subtest is used to evaluate the ability to formulate complete,
semantically and grammatically correct spoken sentences of increasing length and complexity.
The student is asked to formulate a sentence, using target words or phrases, while using an
illustration as a reference.
[Optional: Observations]
Word Classes
The Word Classes subtests are used to evaluate the student’s ability to understand relationships
between words that are related by semantic class features and to express those relationships.
[Optional: Observations]
Sentence Structure
The Sentence Structure subtest evaluates a student’s ability to a) interpret spoken sentences of
increasing length and complexity, and b) select the pictures that illustrate referential meaning.
[Optional: Observations]
Expressive Vocabulary
The Expressive Vocabulary subtest is used to evaluate the student’s knowledge of age–
appropriate vocabulary. The student is asked to identify an object, person, or activity portrayed in
an illustration.
[Optional: Observations]
Number Repetition - Total
Number Repetition is a supplementary subtest and is used to evaluate the student’s
working memory and the ability to repeat random number sequences. The student is asked to
repeat numbers orally in forward or backward fashion.
[Optional: Observations]
Familiar Sequences 1
Familiar Sequences subtest is used to evaluate the ability to sequence auditory and verbal
information as quickly as possible. This is a supplementary subtest used to gain additional
information about the student’s memory skills.
[Optional: Observations]
CORE LANGUAGE SCORE
The Core Language score is considered to be the most representative measure of XXX’s language
skills and provides a reliable way to quantify a student’s overall language performance in relation
to his/her peers. The Core Language score 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 language skills, as measured by the CELF-4 did/not fall
within the average for students of this age.
(If the score is below average but NOT considered to be 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.
RECEPTIVE LANGUAGE INDEX
The Receptive Language index is a cumulative measure of XXX’s performance on the 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.
For XXX’s Receptive Language index, the following subtests were administered:
(Enter the names of the subtests administered for the RLI)
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 receptive language skills, as measured by the CELF-4 did/not fall within
the average for students of this age. (If the score is below average but NOT considered to be 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 expressive aspects of language including oral language expression. The
Expressive Language index has a mean of 100 and a standard deviation of 15. A score of 100 on
this scale represents the performance of the typical student of a given age.
For XXX’s Expressive Language index, the following subtests were administered:
(Enter the names of the subtests administered for the ELI)
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 expressive language skills, as measured by the CELF-4 did/not fall
within the average for students of this age. (If the score is below average but NOT considered to
be 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 subtests
designed to probe semantic knowledge. The Language Content index has a mean of 100 and a
standard deviation of 15. A score of 100 on this scale represents the performance of the typical
student of a given age.
For XXX’s Language Content index, the following subtests were administered: (Enter the names
of the subtests administered)
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 language content skills, as measured by the CELF-4 did/not fall within
the average for students of this age. (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 STRUCTURE INDEX
The Language Structure index is and overall measure of receptive and expressive components of
understanding and producing different sentence forms. The Language Structure index has a mean
of 100 and a standard deviation of 15. A score of 100 on this scale represents the performance of
the typical student of a given age.
For XXX’s Language Structure index, the following subtests were administered: (Enter the
names of the subtests administered)
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 language structure skills, as measured by the CELF-4 did/not fall within
the average for students of this age. (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.
WORKING MEMORY INDEX
The Working Memory index is a cumulative measure of XXX’s performance on the subtests
designed to best probe working memory. The Working Memory index has a mean of 100 and a
standard deviation of 15. A score of 100 on this scale represents the performance of the typical
student of a given age.
For XXX’s Working Memory index, the following subtests were administered: (Enter the names
of the subtests administered)
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 working memory skills, as measured by the CELF-4 did/not fall within
the average for students of this age. (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.
Pragmatics Profile
The Pragmatics Profile is a supplementary criterion–referenced subtest. This checklist is used to
gain additional information about the Xxx’s overall pragmatic development and typically
expected skills for social and school interactions. The examiner is asked to elicit information
from an informant (usually a parent or teacher) who is familiar with the student’s social behaviors
and classroom interaction skills.
XXX received a total score of X on the Pragmatics Profile as reported by _____________.
His/her performance does/does not meet the expected criterion for a student his/her age. (Add
comments if concerns are indicated.)