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TELD-3 (Test of Early Language Development)

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Ashley Deitemyer

on 15 April 2014

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Transcript of TELD-3 (Test of Early Language Development)

TELD-3 (Test of Early Language Development)
Authors: Hresko, Reid, and Hammill
Publisher: Pro-ed
First Published: 1981
Revised: 1991 (TELD-2) and 1999 (TELD-3)
Cost: around $340
Identifying Information
Type of test
: Early language development test that assesses receptive, expressive, and overall spoken language
: 2-0 through 7-11
Skills/concepts measured
* Language components:
-Semantics- the meaning of words, phrases and sentences
-Syntax- the arrangement of words to form meaningful sentences
-Morphology- study of morphemes- morphemes are the smallest unit of meaning in a language
*Language system/Subtests:
-Receptive language- the ability of the listener to understand what is said to him or her
-Expressive language- an individual’s ability to generate meaningful speech

...Identifying Information
• To identify those children who are significantly below their peers in early language development and thus may be candidates for early intervention
• To identify strengths and weaknesses of individual children
• To document children’s progress as a consequence or early language intervention programs
• To serve as a measure in research studying language development in young children
• To accompany other assessment techniques
Technical Data: Reliability and Validity
Norm Sampling:
2,217 children assessed in 35 different states
between .79 and .97 but mostly above .90
3 sources of test error: content, time, and scorer differences.
1.) Content sampling- reflects the degree of homogeneity among items within a test.
2.) Time sampling- examines the extent to which a child's test performance is constant over time and is generally measured using the test-retest technique.
3.) Scorer differences- the amount of test error due to examiner variability in scoring.
Strong validity- results were very similar to previous TELD tests
1.) Content-description validity- procedures that involve the systematic examination of the test content to determine whether it covers a representative sample of the behavior domain to be measured.
2.) Criterion-prediction validity (criterion-related validity)- the effectiveness of a test in predicting an individual's performance in specified activities.
3.) Construct-identification validity- the extent to which the test may be said to measure a theoretical construct or trait.
Requirements for Testing
Usually 15-40 minutes (untimed)
Qualifications of examiner:
• A basic understanding of testing statistics
• A knowledge of basic procedures governing test administration, scoring, and interpretation
• Specific information about language evaluation
• Supervised practice in using language tests
Test materials:

Examiner’s Manual
• Picture Book
• Profile/Examiner Record Booklet Form A/B
• Toys: doll, shoe, car, spoon, 5 blocks, 5 pennies, and a ball

...Requirements for Testing
Specific instructions and clarity:
Instructions in the Examiners Manual should be followed closely until the examiner feels confident that the shortened instructions in the Profile/Examiner Record Booklet will be adequate for the examiner to administer the test correctly.
Instructions for the examiner are written in black.
Instructions for the child are written in color.
Suggested prompts are listed where appropriate.
With young children, the examiner may have to modify some of the prompts/vocabulary*
Method of scoring
• Scored by hand in record booklet
• At the end of each question/procedure there are instructions for scoring it.
Begin testing at the entry point.
If the child does not answer three answers in a row correctly, test backward until the child correctly completes three items (all items below this point are considered correct- remember to count the highest three items in a row as the basal)
Continue testing upward until the child misses three items in a row.
Types of scores obtained:
raw scores (# correct on each test)
Quotients for the subtests and composite
Age equivalents

Based on the results of this test, teachers can help the child work on their language development where they need it (language component(s) and/or system(s) of language).
Receptive Language Example

Attends to voices
• Procedure: The child stops his or her activity and attends to adult or child voices
• Scoring: Score as correct if the child stops his or her activities to look for, and listen to, adult and/or child voices (O/R)
2. Facial parts
• Procedure: Ask the child to point to his or her mouth, nose, and eyes.
Point to your mouth.
Point to your nose.
Point to your eyes.
• Scoring: 3/3- The child must point to all three body parts named.

Expressive Language Example
1. Hi:
• Procedure: The child appropriately responds to such words as “hi” and “bye-bye.”
• Scoring: Score as correct if the child smiles, acts shy, or waves when told “hi” and if the child waves bye-bye when told “bye-bye.” The child must respond to both (O/R)
2. Imitates:
• Procedure:
Say what I say.
Come here.
(Pause and continue)
He is signing.
(Pause and continue)
See the cat.
• Scoring: 2/3- The child receives credit by repeating two of the three sentences correctly. Articulation problems are not scored as incorrect.
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