The Expressive Language Test 2 (ELT-2) <show description>
Test Purpose
The ELT 2 measures language expression and flexibility. This assessment is unique in that the language skills tested are those commonly identified by researchers, teachers, and clinicians as most predictive of classroom learning difficulty.
Test Description
The ELT 2 is comprised of five subtests with tasks that require students to process and organize language, retrieve what they hear, and use the expressive skills needed for success in the classroom. The test is sensitive to typical variations in expressive language development which means you'll identify those children with true expressive language disorders and have less chance of over-identification.
The sequencing tasks included are a fundamental skill of narrative ability. The inability to sequence and express a narrative is an important predictor of academic success.
The Metalinguistic tasks of Defining and Generating Examples are included in order to tap a student's awareness of and ability to express the meanings of words and to use those words in context. Students with expressive language disorders may not have the vocabulary or know how to exactly zero in on the set of features that belong to a word in order to do well on these tasks.
Grammar and Syntax are areas that consistently define children with expressive language disorders. Deficits in these areas affect a student's ability to communicate meaningfully.
Defining Categories measures a student's ability to give verbal definitions and is well-recognized as a strong correlate of children's academic success and literacy attainment (Chall, 1987; Johnson & Anglin, 1995).
Subtests
•Subtest A: Sequencing Sequencing skills are tested in three ways. The student describes a sequence of events or answers sequence questions about a picture in the first task. Next the student is asked to tell about an event without using pictures. The last task asks the student to sequence a set of pictures and tell a story about them.
•Subtest B: Metalinguistics—Defining and Subtest C: Metalinguistics—Generating Examples These subtests are presented together. The student defines a concept and then gives an example of it.
•Subtest D: Grammar and Syntax These skills are measured in two ways. The student is asked to repair grammar and syntax at the sentence level and then, is asked to put words in the correct order to make a comprehensible sentence.
•Subtest E: Defining Categories The student is asked to define or describe a category when presented with a category name.
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