Kaufman Survey of Early Academic and Language Skills (K-SEALS)

The Kaufman Survey of Early Academic and Language Skills (K-SEALS) is a test designed for students in grades PreK-1. Through the vocabulary subtest, number, letter & words subtest, and articulation subtest, the assessment measures school readiness and can identify gifted students. Educators and trained professionals in schools, speech and language clinics, and medical agencies can administer the test.

Contact
800.627.7271
Grades
PreK-1
Languages
English
Domains
Topic
Subtopics
Fluency,
Phonics,
Phonemic awareness,
Vocabulary
Length
15-25 minutes
Price
K-SEALS Complete Kit (Includes Manuel, Easel and 25 Individual Test Records): $344.25; K-SEALS Individual Test Records 25-Pcack: $51.50
Qualifications
Level B
Open Access
No
Administration
Individual
Scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

K-SEALS Technical Information. (2018). Retrieved December 12, 2018, from https://www.pearsonclinical.com/childhood/RelatedInfo/k-seals-technical…

Kass, C. E. (1999). The Kaufman Survey of Early Academic and Language Skills (K-SEALS). Diagnostique, 24(1–4), 135–144. https://doi.org/10.1177/153450849902401-413

Instrument Use in Peer-Reviewed Studies

Aktulun, Ö. U., & Kiziltepe, G. I. (2018). Using Learning Centers to Improve the Language and Academic Skills of Preschool Children. World Journal of Education, 8(6), 32–44.

Haney, M., & Hill, J. (2004). Relationships between Parent-Teaching Activities and Emergent Literacy in Preschool Children. Early Child Development and Care, 174(3), 215–228.

Haney, M., & Hill, J. (2004). Relationships between parent‐teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174(3), 215–228. https://doi.org/10.1080/0300443032000153543

Metcalfe, L. A., Harvey, E. A., & Laws, H. B. (2013). The Longitudinal Relation Between Academic/Cognitive Skills and Externalizing Behavior Problems in Preschool Children. Journal of Educational Psychology, 105(3), 881–894. https://doi.org/10.1037/a0032624