Running head: TEST OF LANGUAGE DEVELOPMENT

Test of Language Development Primary: Third Edition

Amanda Medland
Cheryl Chase
EDPS 652

Running head: TEST OF LANGUAGE DEVELOPMENT

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).

Running head: TEST OF LANGUAGE DEVELOPMENT

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
ones 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 childs 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).
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.

Running head: TEST OF LANGUAGE DEVELOPMENT

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 childs 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 childs 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
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.

Running head: TEST OF LANGUAGE DEVELOPMENT

Subtest VIII: Phonemic Analysis measures the childs 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 examiners 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
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

Running head: TEST OF LANGUAGE DEVELOPMENT

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 childs 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.
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

Running head: TEST OF LANGUAGE DEVELOPMENT

& 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
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

Running head: TEST OF LANGUAGE DEVELOPMENT

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:3s 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.

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. 440451. 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.

Running head: TEST OF LANGUAGE DEVELOPMENT

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).