tacl 3 test for auditory comprehension of language l.
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TACL-3 Test for Auditory Comprehension of Language. By: Dr Kersting. TACL-3. Written by Elizabeth Carrow-Woolfolk Developed in 1965 Last Revised in 1999. Purpose.

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tacl 3
  • Written by Elizabeth Carrow-Woolfolk
  • Developed in 1965
  • Last Revised in 1999
  • It provides an inventory of grammatical forms for observing a child’s auditory- comprehension and helps identify individuals having receptive language disorders.
  • The TACL-3 is used for identifying a subjects language problems, planning intervention, monitoring progress, and parent communication.
  • It is also an excellent tool for use in research studies
  • It measures the literal meaning of words, grammatical morphemes, and syntactic constructions, within a specific linguistic environment and in contrast to related grammatical structures.
  • Test ages 3.0 to 9.11
  • Test contains 139 items
    • grouped into three subtest
description continued
Description continued
  • Subtest include
    • Vocabulary
    • Grammatical morphemes
    • Elaborated Phrase
  • Each item consist of three color drawings
    • One picture illustrates the meaning of the word or phrase being tested
    • The other two pictures illustrate a semantic or grammatical contrast to the stimulus
    • Or in some cases, one picture illustrates a contrast to the stimulus and the other is a decoy
  • Norms based on 1102 normal developing children , ages 3.0 to 9.11, from 24 states.
  • When standardizing this test the following were considered:
    • Geographic area
    • Age
    • Gender
    • Race
    • Ethnicity
    • Disability status
    • Education of Parents
  • Validity and Reliability was based on the results from 991 normal developing children, 66 with speech and language disorders, and 33 with learning disabilities.
  • Test-retest reliability and Inter-scorer reliability was used on TACL-3 and for all three subtest.

The TACL-3 has

  • Content-Description Validity
  • Construct-Identification Validity
  • The examiner reads the stimulus out loud.
    • “Show me _____”
  • The subject is directed to point to which picture best represents the meaning.
  • No oral responses are required
  • Stimulus is given only once, except for children 5 years and younger.
    • FOR CHILDREN 5 AND UNDER: If child does not respond in 10 seconds, give the stimulus a second time.
administration continued
Administration continued
  • If subject does not correctly answer one of the three example items, then test should not be administered
  • Test begins after one example is answered correctly
  • Subtest should be administered in order
  • Always begin with the first item of each subtest and test until ceiling is achieved or final item is administered
  • Ceiling is achieved when child misses three items in succession
administration continued11
Administration continued
  • Test should be administered in a non-distracting environment
    • Quiet room, comfortable furniture, good lighting, ect.
  • Give Breaks when needed
  • The test is not timed, they can work at their own pace
  • Test does not have to be administered in one setting
    • Stop test if client tires or seems disinterested, continue administration later
administration continued12
Administration continued
  • Be aware of fatigue, nervousness, attention, and the child’s attitude towards taking the test.
    • Make a note of these on the score sheet, they could affect results
  • Examiner should consistently praise and encourage the examinee
  • Test administration takes 20-30 minutes
  • Give a 1 for correct, 0 for incorrect
  • Record the raw score for each subtest on the score sheet.
  • Use appendix A to find the percentiles ranks and standard scores for each subtest.
  • Use appendix C to convert scores into age equivalences.
  • Use the sum of the standard scores from each subtest in appendix B to find the quotient score and overall percentile rank.
scoring continued
Scoring continued
  • Over all age equivalence can be calculated using the following formula

AE= (age in months) (TACL-3 quotient)


writing goals
Writing Goals
  • The client will increase the use of adjectives in daily conversation by 20%.
  • The client will increase the use of pronouns in conversation by 30%.
  • The client will begin to use different types of sentences (negative, interrogative, active and passive voice, etc.) 30% of the time
why chose this test
Why chose this test
  • It is quick and easy to administer
  • It is simple and easy to score
  • Subject is not required to make verbal responses
  • It allows the examiner to make diagnostic interpretations
  • The pictures are universal, rather than cultural bound depictions of the items and events