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.
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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
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