![]() The comprehension questions require more inferences than the GORT and they can give insight into higher level skills. Given that so many individuals with reading disability and dyslexia are slow readers, we like to add on an informal measure of timed silent reading. On the other hand, it is good to know whether or not she is using this strategy. The student is allowed to look back at a passage to answer a question, which may inflate her scores. We like that there is a silent measure of reading to compare with an oral measure on the GSRT. The authors have attempted to account for this problem in the GORT-5 by making the questions open-ended and requiring the reader to rely on the text in order to answer them. There was been caution in the literature about the GORT-4 overinflating comprehension scores given that many times the reader can intuitively answer some of the questions without reading the text. We find hearing a student read aloud to be informative. The EOWPVT-4 is a good quick test for expressive vocabulary and, like the CASL, we find it helpful for goal setting. Expressive One-Word Picture Vocabulary Test -4 (EOWPVT-4) Because we use it so much, we do wish there was a Form B. We find the supplemental tests very helpful, particularly Segmentation. You can compare and contrast the subtests to determine whether the student has difficulty with phonological analysis versus synthesis (or both). It is fun to give and kids like taking it because it is almost like a game. We find the CTOPP-2 to be very valuable in identifying underlying phonological processing skills and, thus, dyslexia. Comprehensive Test of Phonological Processing -2 (CTOPP-2) Some subtests also tap into general pragmatic language skills, but more assessment will likely be necessary. In addition, it is a helpful tool for goal setting. We find the CASL to be a good test to use for assessing higher level language skills, such as figurative language and abstract reasoning.We’ve used it in conjunction with the CELF-5 to assess a student’s understanding of non-literal language. Comprehensive Assessment of Spoken Language (CASL) The CELF-5 has questionnaires for parent, teacher, and student whereby you can compare and contrast various understandings about the student’s skills. You can also get an idea of the student’s underlying articulation errors. The CELF-5 is good for students with low verbal skills as you can give the subtests that require a pointing or cloze response. We find the Word Classes subtest to be very revealing and we also like the supplemental subtests for phonemic awareness and word fluency. You can then make a referral if necessary. Using the Following Concepts and Direction subtest, you can pick up central auditory processing (CAPD) problems through anecdotal information such as how many times the student asks for repetitions. The Sentence Structure subtest gives insight on how a student is using grammar with further testing this can subsequently be compared with written use of grammar. We like that you can compare and contrast various subcategories (e.g., vocabulary, memory) to identify the student’s strengths and weaknesses. It is particularly helpful in identifying a receptive – expressive language gap. The CELF-5 provides a good overview of oral language in general and parses out receptive and expressive language skills. Given that reading disability and dyslexia have an underlying language component, language testing is essential when making a diagnosis. Test of Auditory Processing Skills (TAPS)Ĭlinical Evaluation of Language Fundamentals -5 (CELF-5).Rapid Automatic Naming/Rapid Automatic Stimulus (RAN/RAS).Expressive One-Word Picture Vocabulary Test -4 (EOWPVT-4). ![]()
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