CASL NORMS BOOK PDF

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Elizabeth Carrow-Woolfolk. CASL is an individually administered, research-based, theory-driven, in-depth oral language assessment for children and young adults aged 3 through The CASL battery of 15 tests measures comprehension, expression, and retrieval in four language categories:. Supralinguistic —measures comprehension of complex language in which meaning is not directly available from lexical or grammatical information.

Pragmatic —measures awareness of appropriate language in a situational context and ability to modify this language as necessary. The Core tests measure the most representative aspects of each language category for each of six age bands. Examinees take three, four, or five Core tests depending on age. The Supplementary tests provide additional diagnostic information to yield data for both quantitative profile and qualitative clinical analyses. CASL can also provide a record of growth in language skills across a broad time span.

Testing time for the CASL depends on which tests form the Core battery different for each age band and on how many Supplementary tests the examiner elects to give. Generally, the Core battery takes about 20—30 minutes for examinees aged 3 through 5, and about 45 minutes for older examinees. Examiner reads a sentence aloud while examinee looks at four pictures. Examinee points to the picture or part of the picture that represents the correct response.

Examiner says a stimulus word. Examinee must respond orally with a single word that means the opposite of the stimulus word. Retrieval and Expressive. Examiner says a stimulus word and four synonym options, then repeats the stimulus word. The examinee chooses the option that means the same as the stimulus. The first word is glad.

The four words to choose from are hurt, hungry, sleepy, happy. Which word means the same as glad? Examiner reads the stimulus sentence, which is missing the last word. The examinee must respond with a single word that meaningfully completes the sentence.

Examiner reads the stimulus idiom, which is missing its final part. The examinee must complete the phrase with an acceptable form of the idiom. Examiner reads the stimulus item while the examinee looks at a picture. The examinee must respond with a word, phrase, or sentence that is grammatically and semantically appropriate. Here the boy is standing examiner points to the standing boy. Examiner reads a stimulus paragraph twice, then reads a series of items relating to the paragraph while the examinee looks at a set of pictures for each item.

The examinee must respond by pointing to or giving the number of the correct response. This story is about a family of four. Besides the mom and the dad, there are two children, a boy and a girl.

Examiner repeats the story and turns the Test Book page so the examinee can see the pictures of the family. Which one is Anna? The examiner reads one pair of words or phrases that demonstrates an analogy, then reads the first word or phrase of a second pair. The examinee must complete the analogy of the second pair. For each item, examiner reads two pairs of stimulus sentences, one pair at a time. The examinee must determine whether both sentences in each pair mean the same thing. The boy watched TV after supper.

After he had watched TV, the boy ate supper. Do these two things mean the same? Tell me "yes" or "no. Examiner reads a stimulus sentence that is grammatically either correct or incorrect. The examinee must judge the correctness of the sentence and, if it is incorrect, must correct it by changing only one word. The boy are happy. Does that sound right? If the examinee responds correctly with "no," examiner says: Now make it sound right.

Change only one word. Examiner reads the stimulus item and the accompanying question. The examinee must answer by explaining the nonliteral meaning of the item. Primarily Comprehension with Expression. Each item contains a very uncommon word. The examiner reads the item and the examinee must explain the meaning of the uncommon word by using context clues. As they paraded slowly through the extremely narrow streets, the band members were so serried that they could hardly play their instruments next to each other.

Explain what serried means. Examiner describes a situation in which part of the information is omitted, then asks an accompanying question. The examinee must answer the question using world knowledge to infer the missing information.

Receptive and Expressive. Examiner reads the stimulus item and examinee must respond with two possible meanings for the item.

Examiner reads a situation that represents some aspect of everyday life that requires communication or a pragmatic judgment on the part of the examinee. The examinee responds with the appropriate thing to say or do in the situation.

Primarily Expression with Comprehension. See below. A total of 2, examinees aged 3 through 21 were tested at sites nationwide. The full sample was used for item analysis. A representative sample of 1, subjects was used for developing the normative scores. Because of the rapid changes in language at ages 3 and 4, samples of 6-month age intervals were specified for these early years.

For the middle ages, whole-year intervals were used. At the upper ages, multi-year age intervals were selected for the testing plan. Clinical validity studies were done on the following populations. The internal reliabilities of the 15 CASL tests for the age groups at which each test is administered are generally high, ranging from. Reliability was one of the criteria used to select Core and Supplementary tests for each age band. Core tests for specific age bands generally have reliabilities in the.

See Chapter 8 in manual for complete reporting of all reliabilities. All Core Composite reliabilities are in the. The intercorrelation coefficients among CASL tests range from. See Chapter 8 in manual for complete reporting of intercorrelation coefficients. See Chapter 8 in manual for complete reporting of these correlations.

Correlations with measures of cognitive ability. The CASL was correlated with the following:. Developmental progression of scores, intercorrelations of tests, and factor structures of the Indexes show construct validity. See Chapter 8 in manual for construct validity data. Differences between means of clinical and control group in Core Composite scores in the following areas:.

Three pilot studies: — National tryout: — National standardization: — See Chapter 7 in manual for complete development information. Multiple scoring options Rich source of qualitative information Solid technical properties Fairness. CASL tests require no reading or writing on the part of the examinee. Because CASL is an oral test, all tests except three that are totally art-dependent Comprehension of Basic Concepts, Syntax Construction, and Paragraph Comprehension can be given to visually-impaired examinees.

Although hearing-impaired examinees were part of the standardization sample, they were tested using the means of amplification routinely used in the classroom. The norms are not valid for American Sign Language. Independent consultants representing the perspectives of African Americans, Asians, Hispanics, Native Americans, and women reviewed the content and artwork of CASL during development, and modifications were made following these reviews.

All items in the CASL are presented with attractive artwork that is balanced for racial and gender representations and includes persons with physical differences. Individual vs. Response format Multiple-choice: Examinees put an "x" in front of their choice, out of 4 or 5 options.

Item scoring Objective. Receptive Point to the little cat. Retrieval and Expressive Tell me the opposite of yes. Synonyms Recognition of two words that have the same meaning. Receptive The first word is glad. Sentence Completion Word retrieval given the context of a spoken sentence.

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Elizabeth Carrow-Woolfolk. CASL is an individually administered, research-based, theory-driven, in-depth oral language assessment for children and young adults aged 3 through The CASL battery of 15 tests measures comprehension, expression, and retrieval in four language categories:. Supralinguistic —measures comprehension of complex language in which meaning is not directly available from lexical or grammatical information. Pragmatic —measures awareness of appropriate language in a situational context and ability to modify this language as necessary.

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Search Products Alphabetically. Search for Product by Name. Slosson educational tests and assessments for teachers, educators and other professionals, in schools, hospitals, and corrections. Used to test students in regular and special education, remedial reading and math, intelligence, visual motor, speech language for school screening and forms for teachers to evaluation students' mental abilities. C lick T itle T o V iew C omponents. Reading or writing ability is not needed to respond to test items. The CASL battery is ideal for measuring delayed language, oral language disorders, dyslexia, and aphasia.

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