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Test of Language Development – Primary: Third Edition

Amanda Medland

Cheryl Chase

EDPS 652
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Test Review of the Test of Language Development – Primary: Third Edition

Test Description

The Test of Language Development, originally developed in 1977, addresses oral

language abilities of expressive and receptive knowledge in syntax, semantics and

phonology (Newcomer & Hammill, 1997). The Test Of Language Development –

Primary: Third Edition (TOLD-P:3) is an individually administered assessment that

addresses ages 4-0 to 8-11. Older children from ages 8-0 to 12-11 can be assessed

using the Intermediate version (McLoughlin & Lewis, 2008). The TOLD-P:3 is designed

to be completed in 30-60 minutes, plus an extra 30 minutes if the supplemental tests

are included (Newcomer & Hammill, 1997). If the examiner decides to administer the

supplemental tests, it is encouraged they are given at another time. The TOLD-P:3 is

designed for fluently English speaking children in order to get an accurate depiction of

their language abilities. Reading and writing skills are not addressed nor do they

influence the outcomes of the test (Nova & Lazarus, 1988).

Purpose and Recommended Use

The TOLD-P:3 is used to determine whether children are significantly below their

classmates in relation to language. It is also used to identify the strengths and

weaknesses that children may have in regards to oral language development

(Newcomer & Hammill, 1997). In turn, this can lead to implementation of special

education interventions which needs data indicating correlation to such interventions.

The TOLD-P:3 is also used as a measurement for language in research studies, as it is

a standardized, norm-referenced test (Stutman, 2006).

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Theoretical Basis

Professionals working with children discovered that a standardized test addressing oral

language needed to be developed. A test was needed that provided an understanding

of one’s receptive and expressive knowledge of language. It would also be valuable to

have a full idea of the strengths and weaknesses children had in respect to language.

The test needed to be both reliable and valid in its results as well as have a short length

of administration time to limit examiner and tester fatigue. Lastly the test needed to have

a normative sample that was representative of English speakers in the United States

(Newcomer & Hammill, 1997). The TOLD-P:3 was created, and addressed each of the

requirements identified. The TOLD-P:3 focuses substantially on the linguistic theory

which consists of phonology, syntax and semantics in order to gain a well-rounded

depiction of a child’s abilities.

Organization of Test

In order to determine skill levels of listening, organizing and speaking, the TOLD-P:3 is

broken up into 6 core subtests along with 3 supplemental subtests. The core subtests

look into syntax and semantics while the supplemental subtests address phonology

(Newcomer & Hammill, 1997).

Core subtests

Core subtests focus on syntax, which is the combination of morphemes into meaningful

words, and semantics, which are the meaning of words both individual and combined

into sentences (McLoughlin & Lewis, 2008).

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Subtest I: Picture Vocabulary consists of 30 items which address receptive semantics.

That is, understanding the meaning of a word or words spoken. In this subtest, the

examiner reads a word and the child is required to point to one picture out of

four which most accurately portrays the word spoken.

Subtest II: Relational Vocabulary allows the child to show their ability to understand

relationships between two words. Through a total of 30 test items, the child will orally

respond to questions such as “how are a pen and a pencil alike?” (Newcomer &

Hammill, 1997).

Subtest III: Oral Vocabulary examines the child’s ability to give oral definitions on 28

items. The examiner will read a word and the child will respond verbally with no picture

cues.

Subtest IV: Grammatic Understanding consists of 25 statements in which after read by

the examiner, the child must identify one of three pictures presented that represents the

statement.

Subtest V: Sentence Imitation measures organizational syntax. The child is tested on up

to 30 items through which the examiner reads a sentence and the child is to repeat the

sentence word for word (Newcomer & Hammill, 1997).

Subtest VI: Grammatic Completion tests the child’s ability in expressive syntax. After

hearing the examiner read an unfinished sentence, the child must determine the word

that completes the sentence. The child must consider numerous linguistic rules such as

plurals, verb tenses, etc. in order to be successful in sentence completion (Newcomer &

Hammill, 1997).

Supplemental subtests
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By administering the supplemental subtests, the child is given the opportunity to show

their understanding in phonology; the specific speech sounds (McLoughlin & Lewis,

2008).

Subtest VII: Word Discrimination allows the child to show their ability in differentiating

between speech sounds. Through a maximum of 20 items, the child determines

whether pairs of words are the same or different based on only one phoneme

difference.

Subtest VIII: Phonemic Analysis measures the child’s ability to separate words into

separate phonemic portions (i.e. bedside can be broken into bed and side). This subtest

consists of 14 items of varying difficulties.

Subtest IX: Word Articulation provides the child with up to 20 pictures and sentences

that are left unfinished. The child is required to finish the sentence with a word that will

produce key speech sounds (Newcomer & Hammill, 1997).

Administration

The TOLD-P:3 is administered by using a bound book with coloured pictures along with

an examiners manual and answer/scoring sheets. By using the examiner’s manual,

proper administration of the test measure should be manageable by a professional who

has formal training in assessment procedures (Nova & Lazarus, 1988). It is also

encouraged that before formal administration to children is completed, the examiner

practices with at least 3 children. Basal levels are easily determined by starting each

subtest at item number one, and the ceiling is reached after 5 consecutive incorrect

answers (Newcomer & Hammill, 1997).

Scoring and Interpretation

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The answer and scoring sheets are presented in a booklet laid out in an easy to use

format for each subtest. Scoring is most often is recorded as a 0 for incorrect and a 1 for

correct answers. Dependant on the test, some scoring sheets will have room for the

exact answer to be recorded for later use (Newcomer & Hammill, 1997). In order to find

specific criteria for each of the subtest scoring, the examiner may refer to the manual. In

regards to scoring, raw scores are converted to percentiles and standard score (Mean=

10; SD = 3) to provide more comparable and relevant results. The examiner also has

the option to use age equivalents, although these are discouraged (Madle, 2006). The

TOLD-P:3 also has six composite scores (quotients) in spoken language, semantics,

syntax, listening, organizing and speaking, displayed as standard scores (mean = 100;

SD = 15). The Spoken Language Quotient gives the most complete representation of

the child’s language ability (McLoughlin & Lewis, 2008). An example of a boy named

‘Lee’ is given to assist in the interpretation and potential future intervention needed after

assessment (Newcomer &Hammill, 1997).

Psychometric Properties

Standardiazation. In 1996 the TOLD-P:3 was normed on 1,000 children from states all

over America by selecting children at random. A total of 1,519 children were tested,

1,000 used for the normative sample while the other 519 were used to measure

reliability and validity of the test. The demographic sample was chosen to match the

1990 census of school aged children to ensure a representative sample. The normative

samples raw scores were used to produce standard scores, percentiles and age

equivalents.
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Reliability. In order to be considered reliable, the relation coefficient for the TOLD-P:3

should be 0.8 or higher. The reliability of test content, time sampling and the scorer

were all taken into account when determining reliability. All of the content coefficients

were equal to or greater than 0.80, with many of them exceeding 0.90, including all of

the composites (Stutman, 2006). Consistency over time was tested with 33 children

over a period of time with 4 month lapses between testing. All items exceeded 0.80 with

the exception of Word Discrimination which had a score of 0.77. Evaluating reliability

on the scorers required 2 examiners to score tests separate of one another. The

correlation between scores was examined and a coefficient of 0.99 resulted (Newcomer

& Hammill, 1997). Looking at all of the coefficients of reliability, the TOLD-P:3 presents

with a substantially high degree of reliability.

Validity. Content validity was determined accurate through using three confirmations.

First a rationalization for items and formats was considered, second a classical item

analysis was used and third, the results were supported by differential item functioning

analysis (Newcomer & Hammill, 1997). In order to address criterion-related validity, the

scores from the TOLD-P:3 were correlated with the Bankson Language Test-Second

Edition, indicating all correlations above the 0.5 level (Stuman, 2006).

Item and Test Bias.

There is also extensive effort put into controlling item and test bias. Adequate samples

of race, gender, social class and disability groups were included in the normative

sample. As well an Item Response Theory was applied to ensure there was little or no

bias on the items presented to the normative sample (Madle, 2006).

Strengths and Limitations

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The TOLD-P:3 provides a comprehensive test measure which can be administered in a

short enough time span to eliminate fatigue on the child or testers part. The test is easy

to administer by those who have a background in test administration and provides an

accurate depiction of the strengths and weaknesses a child has linguistically.

Limitations of the TOLD-P:3 lie in the layout of test materials. The picture book,

although sturdy and updated with colour photos, would be more user-friendly and

effective if presented in an easel format. Another difficulty lies with orientation of the test

booklet which would be more efficient if each subtest was separated with a tab or other

visual marker (Stutman, 2006). Lastly, due to the lack of computer program associated

with the TOLD, the scoring is more complex and time consuming then needed.

Summary

Improvements of the TOLD have been made from the second to third edition and are

outlined in the test manual. With these improvements, the test measure is efficient in

addressing the skills of children on varied levels of their language ability. Due to the

TOLD-P:3’s high scores in validity and reliability, as well as the wide range of linguistic

abilities that the children are tested on, the TOLD-P:3 meets many of the requirements

of a solid measure of oral language.

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References

Madle, R. A. (2006). Test of language development-primary, third edition [Review of the

Test Measure Test of Language Development- Primary: Third Edition, Newcomer, P. L.,
& Hammill, D. D]. Mental Measurements Yearbook and Tests in Print, (14).

McLoughlin, J. A. & Lewis, R. B. (2008) Assessing students with special needs (pp.
440-451. Upper Saddle River, NJ: Pearson Prentice Hall.

Newcomer, P. L. & Hammill, D. D. (1997) Test of language development – primary,

third edition. Austin, TX: PRO-ED Inc.

Nova, L. M. & Lazarus, P. J. (1988). Test review: test of language development-primary.

The Reading Teacher, (41) 6, 592-595.

Stutman, G. (2006). Review of the test of language development-primary, third edition.

[Review of the Test Measure Test of Language Development- Primary: Third Edition,
Newcomer, P. L., & Hammill, D. D]. Mental Measurements Yearbook and Tests in Print,
(14).