APPENDIX - Webs



APPENDIX

CLINICAL EVALUATION OF LANGUAGE FUNDAMENTALS-4TH EDITION UK (CELF-4 UK)

5-8 YEARS

Explanation of Scores Obtained

The core language score and the index scores are norm referenced standard scores, and are on a normalised standard score scale that has a mean of 100 and a standard deviation of 15. The average range for these scores is 85 to 115. Therefore a core language score of 100 describes the performance of a typical child and represents a percentile rank of 50.

Scaled scores are on a normalized score scale which has a mean of 10 and a standard deviation of 3. The average range for these scores is 7 to 13. Therefore a scaled score of 10 describes the performance of a typical child and represents a percentile rank of 50.

Percentile ranks are used to demonstrate a child’s language attainments in comparison to a hundred children of the same age. The 50th percentile is average. A child who attains a percentile rank of 99 is achieving at the highest level when compared to his/her peers. A child with a percentile rank of 1 is performing at the lowest level when compared to other children of the same age.

Confidence Intervals are used to allow for the degree of error that always need to be accounted for in a child’s obtained results. They enable the tester to interpret a child’s results within a range of scores that reflects what the tester has judged to be the amount of error. There are three confidence bands 68%, 90% and 95% from which the tester can chose.

Explanation of Composite Language Scores

• Core Language Score: This is a measure of general language ability that quantifies a student’s overall language performance and is used to make decisions about the presence or absence of a language disorder. It is derived by summing the scaled scores from the subtests, concepts & following directions, word structure, recalling sentences and formulated sentences.

• Receptive Language Index Score: This is a measure of the student’s listening and auditory comprehension abilities. It is derived from summing the scaled scores from the subtests, concepts & following directions, word classes 1(receptive) and sentence structure.

• Expressive Language Index Score: This is an overall measure of the student’s expressive language abilities. It is derived from summing the scaled scores from the subtests, word structure, recalling sentences and formulating sentences.

• Language Content Index Score: This 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. It is derived by adding a combination of the scaled scores of concepts and following directions, word classes-total and expressive vocabulary.

• Language Structure Index Score: This is an overall measure of receptive and expressive components required to interpret and produce sentence structures. The ability to process and produce language according to morphological and structural rules is required in the sentence structure and word structure subtests. In the formulated sentences and recalling sentences subtests, the child must formulate and repeat compound and complex sentences respectively. It is derived by summing the scaled scores for sentence structure, word structure, formulated sentences and recalling sentences.

• Working Memory Index Score: It is a measure of a child’s attention, concentration and recall of symbol sequences. It is derived from summing the scaled scores of the number repetition and familiar sequences subtests.

Explanation of Receptive Subtests

• Concepts & Following Directions: This subtest evaluates the student’s ability to (a) interpret spoken directions of increasing length and complexity, containing concepts that require logical operations; (b) remember the names, characteristics and order of mention of objects; and (c) identify from among several choices the pictures objects that were mentioned.

• Word Classes 1(Receptive): This subtest evaluates the student’s ability to understand relationships between words that are related by semantic class features.

• Sentence Structure: This subtest evaluates the student’s ability to (a) interpret spoken sentences of increasing length and complexity, and (b) select the pictures that illustrate referential meaning of the sentence.

Explanation of Expressive Subtests

• Word Structure: This subtest evaluates the student’s ability to (a) apply word structure rules (morphology) to mark inflections, derivations and comparison; and (b) select and use appropriate pronouns to refer to people, objects and possessive relationships.

• Recalling Sentence: This subtest evaluates the student’s ability to (a) listen to spoken sentences of increasing length and complexity; and (b) repeat the sentence without changing word meanings, inflections, derivations or comparisons (morphology), or sentence structure (syntax).

• Formulated Sentences: This subtest evaluates the student’s ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity (i.e. simple, compound and complex sentences), using given words (e.g. car, because) and contextual constraints imposed by illustrations.

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