Full Name of the Test	Clinical Evaluation of Language Fundamentals- Third Edition
Authors	Eleanor Semel; Elisabeth H. Wiig; Wayne A. Secord
Year of Publication	1995
Publisher	The Psychological Corporation Harcourt Brace & Company
Current Cost (include a list of additional materials such as score forms, etc.)	Complete Cost: 360.00 Examiners Manual: 75.00 2 Stimulus Manuals: 179.00 Techinal Manual: 79.00 12 Record Forms: 27.50
Purpose of the test	Individually administered instrument for the identification, diagnosis, follow-up evaluation of language skill deficits in children, adolescents, and young adults ages 6 through 21. CELF-3 identifies individuals with language disabilities; provides a diagnosis and a description of the disability; identifies strengths and weaknesses; identifies areas for extension testing to establish priorities for treatment; and plans follow-up language intervention.
Ages for whom the test is intended	6 through 21
List Subtests	Sentence Structure Word Structure Concepts and Directions Formulated Sentences Word Classes Recalling Sentences Sentence Assembly Semantic Relationships Word Associations Listening to Paragraphs Rapid, Automated Naming
Describe the normative sample	More than 3,300 children, adolescents, and young adults participated in the standardization and the related validity and reliability studies. The CELF-3 standardization, involving 2,450 individuals, began in the fall of 1994 and continued through February 1995. It included 200 individuals in each of 11 age groups and 250 examinees in the five-year age group from 17-21 years (50 individuals per age year.) Individuals were included in the sample only if they could understand and speak English. No examinee in the standardization sample was receiving language therapy or had a language disorder. Approximately 30% of the standardization sample reported “yes” to regional or dialectal differences.
Are the norms appropriate for use in Boone?	Yes
Describe how reliability was established	Analyses were conducted to determine the reliability of CELF-3 and to evaluate its internal consistency test-retest reliability and inter-rater reliability. Internal consistency reliability coefficients are used to describe the homogeneity of the items in a subtest. The SEM is used to establish a range within which one can have confidence that the score will occur if the test were administered to the same person again. Most of the CELF-3 subtests are scored objectively.
Describe how validity was established	A test is valid to the extent that it measures what is supposed to measure CELF-3 was designed to evaluate the language skills of children and young adults. The content validity of CELF-3 can be judged relative to its ability to adequately measure an individual’s understanding and use of language. Factor analysis was performed on the standardized data to evaluate the construct validity. Discriminant data was also used to identify children and adolescents as having a language disorder. Concurrent validity of CELF-3 was evaluated by comparing scores on CELF-3 with scores obtained on other measures of language ability.
Describe a situation for which it would be chosen over the other tests	When a clinician is looking for a test to administer which has a better balance of items across meaningful subdomains with more specific context-familiar items and with reduced or eliminated gender and racial ethnic biases.
Describe a situation for which it should not be chosen over the other tests.	CELF-3 is not intended to provide a comprehensive assessment of all aspects of an individual’s language knowledge and performance, nor should it be used to try to identify specific, underlying causes of an individual’s language disorder.