Preschool Language Scales, Fifth Edition (PLS-5)

PLS-5 is a developmental language assessment designed for children from ages birth through 7:11. This assessment focuses on receptive and expressive language skills and provides both norm-referenced and criterion-referenced scores. The diagnostic test can be administered by a trained professional.

Contact
P: 800-627-7271 F:800.232.1223
Grades
Birth-2
Languages
English
Spanish
Domains
Topic
Subtopics
Comprehension,
Fluency,
Phonics,
Phonemic awareness,
Vocabulary
Subtopics
Risk indicator, vocabulary, phonemic awareness, phonics
Length
5-10 minutes
Price
PLS-5 0-3 English Kit (Includes: Stimulus Book/Test Manual (with stimulus pages, administration and scoring directions, and technical information) and 25 Record Forms): $88.00; 3-6 English Kit (Includes: Stimulus Book/Test Manual (with stimulus pages, adm
Training
Pre-recorded Webinars available
Qualifications
"Level B (Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment, and formal training in the ethical adminitration, scoring, and interpretat
Open Access
No
Administration
Individual
Scoring
Manual scoring
Referencing
Criterion-referenced
Norm-referenced
Resources on Psychometric Properties

Unable to find resources on Early Childhood Educators version.

Resources on PLS-5: Smith, K. (2014, October 28). PLS-5 Validity Study – A Comparison of Test Scores. Retrieved December 12, 2018, from https://community.asha.org/browse/blogs/blogviewer?BlogKey=b95c85ff-7ce…

Leaders. (2013). Test Review: Preschool Language Scales-Fifth Edition. Retrieved from https://cpb-us-w2.wpmucdn.com/edblogs.columbia.edu/dist/d/730/files/201…

Qi, C. H., & Marley, S. C. (2011). Validity Study of the “Preschool Language Scale-4” with English-Speaking Hispanic and European American Children in Head Start Programs. Topics in Early Childhood Special Education, 31(2), 89–98. https://doi.org/10.1177/0271121410391108

Instrument Use in Peer-Reviewed Studies

Studies on Preschool Language Scales: Cupples, L., Ching, T. Y. C., Leigh, G., Martin, L., Gunnourie, M., Button, L., … Van Buynder, P. (2018). Language Development in Deaf or Hard-of-Hearing Children with Additional Disabilities: Type Matters! Journal of Intellectual Disability Research, 62(6), 532–543. https://doi.org/10.1111/jir.12493

Seager, E., & Abbot-Smith, K. (2017). Can Early Years Professionals Determine Which Preschoolers Have Comprehension Delays? A Comparison of Two Screening Tools. Child Language Teaching and Therapy, 33(1), 67–79. https://doi.org/10.1177/0265659016650977 

Daub, O., Bagatto, M. P., Johnson, A. M., & Cardy, J. O. (2017). Language Outcomes in Children Who Are Deaf and Hard of Hearing: The Role of Language Ability before Hearing Aid Intervention. Journal of Speech, Language, and Hearing Research, 60(11), 3310–3320. https://doi.org/10.1044/2017_JSLHR-L-16-0222

Abel, A. D., Schuele, C. M., Arndt, K. B., Lee, M. W., & Blankenship, K. G. (2017). Another Look at the Influence of Maternal Education on Preschoolers’ Performance on Two Norm-Referenced Measures. Communication Disorders Quarterly, 38(4), 231–241. https://doi.org/10.1177/1525740116679886

DesJardin, J. L., Doll, E. R., Stika, C. J., Eisenberg, L. S., Johnson, K. J., Ganguly, D. H., … Henning, S. C. (2014). Parental Support for Language Development during Joint Book Reading for Young Children with Hearing Loss. Communication Disorders Quarterly, 35(3), 167–181. https://doi.org/10.1177/1525740113518062

Rodriguez, B. L., & Guiberson, M. (2011). Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds. Early Childhood Education Journal, 39(5), 303–311. https://doi.org/10.1007/s10643-011-0474-9

Bennett, T. A., Szatmari, P., Georgiades, K., Hanna, S., Janus, M., Georgiades, S., … Thompson, A. (2015). Do Reciprocal Associations Exist between Social and Language Pathways in Preschoolers with Autism Spectrum Disorders? Journal of Child Psychology and Psychiatry, 56(8), 874–883. https://doi.org/10.1111/jcpp.12356

Conway, L. J., Levickis, P. A., Mensah, F., McKean, C., Smith, K., & Reilly, S. (2017). Associations between Expressive and Receptive Language and Internalizing and Externalizing Behaviours in a Community-Based Prospective Study of Slow-to-Talk Toddlers. International Journal of Language & Communication Disorders, 52(6), 839–853. https://doi.org/10.1111/1460-6984.12320

Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P., Fierman, A. H., Berkule-Silberman, S. B., & Tomopoulos, S. (2010). Do Verbal Interactions with Infants during Electronic Media Exposure Mitigate Adverse Impacts on Their Language Development as Toddlers? Infant and Child Development, 19(6), 577–593. https://doi.org/10.1002/icd.711

Meinzen-Derr, J., Wiley, S., Grether, S., & Choo, D. I. (2011). Children with Cochlear Implants and Developmental Disabilities: A Language Skills Study with Developmentally Matched Hearing Peers. Research in Developmental Disabilities: A Multidisciplinary Journal, 32(2), 757–767. https://doi.org/10.1016/j.ridd.2010.11.004