[CELF Core for Ages 9-21:]
The Clinical Evaluation of Language Fundamentals-5 (CELF-5) English Version was
administered to assess the student’s receptive and expressive language skills. The scaled score for
each test of the CELF-5 is based on a mean of 10 with an average range of 7-13. The standard
score for the Core Language Score and Index Scores are based on a mean of 100 with a standard
deviation of 15 and an average range of 85-115.
Tests
Scaled
Score
90%
Confidence
Interval
Percentile
Standard
Score
90%
Confidence
Interval
Percentile
Word Classes
Following Directions
Formulated Sentences
Recalling Sentences
Understanding Spoken Paragraphs
Word Definitions
Sentence Assembly
Semantic Relationships
Pragmatics Profile
Core and Index Scores
Core Language Score
Receptive. Language Index
Expressive Language Index
Language Content Index
Language Memory Index
TEST SCORES
Word Classes
The Word Classes test is used to evaluate the student’s ability to understand relationships
between words based on semantic class features, function, or place or time of occurrence.
STUDENT obtained a scaled score of X. There is a 90 percent chance that his/her true abilities
fall within the range of X to X. STUDENT’s abilities on this task did/not fall within the average
for students of this age.
(If the score is below average but NOT considered 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.
Following Directions
The Following Directions test is used to evaluate the student’s ability to (a) interpret spoken
directions of increasing length and complexity; (b) follow the stated order of mention of familiar
shapes with varying characteristics such as color, size or location; and (c) identify from among
several choices the pictured objects that were mentioned. These abilities reflect short-term and
procedural memory capacities. STUDENT obtained a scaled score of X. There is a 90 percent
chance that his/her true abilities fall within the range of X to X. STUDENT’s abilities on this task
did/not fall within the average for students of this age.
(If the score is below average but NOT considered 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.
Formulated Sentences
The Formulated Sentences test evaluates a student’s ability to formulate complete, semantically
and grammatically correct, spoken sentences of increasing length and complexity using given
words and contextual constraints imposed by illustrations. These abilities reflect the capacity to
integrate semantic, syntactic, and pragmatic rules and constraints while using working memory.
STUDENT obtained a scaled score of X. There is a 90 percent chance that his/her true abilities
fall within the range of X to X. STUDENT’s abilities on this task did/not fall within the average
for students of this age.
(If the score is below average but NOT considered 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.
Recalling Sentences
The Recalling Sentences test evaluates the student’s ability to listen to spoken sentences of
increasing length and complexity, and repeat the sentence without changing word meaning and
content, word structure (morphology), or sentence structure (syntax). Semantic, morphological,
and syntactic competence facilitates immediate recall (short-term memory). STUDENT obtained
a scaled score of X. There is a 90 percent chance that his/her true abilities fall within the range of
X to X. STUDENT’s abilities on this task did/not fall within the average for students of this age.
(If the score is below average but NOT considered 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.
Understanding Spoken Paragraphs
The Understanding Spoken Paragraphs test evaluates the student’s ability to (a) sustain attention
and focus while listening to spoken paragraphs, (b) create meaning from oral narratives and text,
(c) answer questions about the content of the information given, and (d) use critical thinking
strategies for interpreting beyond the given information. The questions probe for understanding
of the main idea, memory for facts and details, recall of event sequences, and making inferences
and predictions. STUDENT obtained a scaled score of X. There is a 90 percent chance that
his/her true abilities fall within the range of X to X. STUDENT’s abilities on this task did/not fall
within the average for students of this age.
(If the score is below average but NOT considered 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.
Word Definitions
The Word Definitions test is used to evaluate the student’s ability to (a) analyze words for their
meaning features, (b) define words by referring to class relationships and shared meanings, and
(c) describe meanings that are unique to the reference or instance. STUDENT obtained a scaled
score of X. There is a 90 percent chance that his/her true abilities fall within the range of X to X.
STUDENT’s abilities on this task did/not fall within the average for students of this age.
(If the score is below average but NOT considered 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.
Sentence Assembly
The Sentence Assembly test is used to evaluate the student’s ability to formulate grammaticallyacceptable and semantically-meaningful sentences by manipulating and transforming given words
and word groups. STUDENT obtained a scaled score of X. There is a 90 percent chance that
his/her true abilities fall within the range of X to X. STUDENT’s abilities on this task did/not fall
within the average for students of this age.
(If the score is below average but NOT considered 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.
Semantic Relationships
The Semantic Relationships test is used to evaluate the student’s ability to interpret sentences that
(a) make comparisons, (b) identify location or direction, (c) specify time relationships, (d) include
serial order, or (e) are expressed in passive voice. STUDENT obtained a scaled score of X. There
is a 90 percent chance that his/her true abilities fall within the range of X to X. STUDENT’s
abilities on this task did/not fall within the average for students of this age.
(If the score is below average but NOT considered 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 checklist of speech intentions that are typically expected skills for
social and school interactions in classrooms. It is used to identify verbal and nonverbal pragmatic
deficits that may negatively influence social and academic communication. STUDENT obtained a
scaled score of X. There is a 90 percent chance that his/her true abilities fall within the range of X
to X. STUDENT’s abilities on this task did/not fall within the average for students of this age.
(If the score is below average but NOT considered 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.
CORE LANGUAGE SCORE
The Core Language score is a measure of general language ability. It quantifies a student’s
overall language performance and in conjunction with the Receptive Language Index and the
Expressive Language Index scores can aid in determining the presence or absence of a language
disorder. The Core Language score has a mean of 100 and a standard deviation of 15.
STUDENT 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. STUDENT’s language skills, as measured by the CELF-5 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.
RECEPTIVE LANGUAGE INDEX
The Receptive Language index is a measure of a student’s listening and auditory comprehension
skills. The tests used to derive this score include: Sentence Comprehension, Word Classes and
Following directions. The Receptive Language index has a mean of 100 and a standard deviation
of 15.
STUDENT 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. STUDENT’s abilities in the area of receptive language 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.
EXPRESSIVE LANGUAGE INDEX
The Expressive Language index is an overall measure of a student’s expressive language skills.
The tests used to derive this score include: Word Structure, Formulated Sentences and Recalling
Sentences. The Expressive Language index has a mean of 100 and a standard deviation of 15.
STUDENT 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. STUDENT’s abilities in the area of expressive language 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 CONTENT INDEX
The Language Content index is a measure of various aspects of semantic development, including
vocabulary, concept and category development, comprehension of associations and relationships
among words, interpretation of factual and inferential information presented orally, and the ability
to create meaningful semantically- and syntactically-correct sentences. The tests used to derive
this score include Linguistic Concepts, Word Classes and Following Directions. The Language
Content index has a mean of 100 and a standard deviation of 15.
STUDENT 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. STUDENT’s abilities in the area of language content 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 MEMORY INDEX
The Language Memory index is an overall measure of the student’s ability to recall and follow
spoken directions; generate a sentence given one or two target words; and interpret sentences that
make comparisons or describe location, time or ordinal relationships. The tests used to derive
this score include Following Directions, Formulated Sentences and Recalling Sentences. The
Language Memory index has a mean of 100 and a standard deviation of 15.
STUDENT 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. STUDENT’s abilities in the area of language memory 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.