The TELD-3 is a major revision. Like the previous edition, the TELD-3 yields an overall Spoken Language score, but now it includes scores for Receptive Language and Expressive Language subtests. -Individual Administration Ages 2 through 7 The TELD-3 was built to ensure excellent psychometric qualities like the following:
Demographics: The TELD-3 was standardized on 2,217 children representing 35 states. The TELD-3’s normative population is clearly representative of the U.S. population as reported in the 1997 Statistical Abstract of the United States (U.S. Bureau of the Census, 1997). In addition, the TELD-3 compares favorably to the projected year 2000 demographic characteristics. Reliability: Extensive studies of test reliability (coefficient alpha, test-retest, immediate testretest with equivalent forms, and interscorer) support the use of the TELD-3 with individual students. Validity: Content-description validity was established through careful selection of items, controlled vocabulary, construct review by a panel of language experts, conventional item analysis, differential item functioning analysis, and form equivalence. Criterion-prediction validity was established by correlating TELD-3 standard scores with a variety of widely recognized measures of language ability (i.e., CELF Preschool, EOWPVT, PLS-3, PPVT-Revised, ROWPVT, and TOLD-P:3). Construct-identification validity was established by studying (a) the relationship of the TELD-3 standardized scores with age, IQ, and academic achievement and (b) the ability of the TELD3’s standard scores to differentiate groups with known language problems from those without such problems. Limiting bias: Given the general concern with potential bias in test items, the TELD-3 was examined to ensure that little or no bias relative to gender, disability, racial, socioeconomic, or ethnic groups existed. The TELD-3 was examined using differential item functioning techniques. Further, a wide ra... (more)
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