Oral Language Evaluation Test ELO
Translated by
ScribdTranslationsOral Language Evaluation Test ELO
Translated by
ScribdTranslationsNATIONAL UNIVERSITY OF SAN MARCOS
FACULTY OF PSYCHOLOGY
INTERVENTION IN DIFFICULTIES
OF LANGUAGE
Alejandro S. Dioses Chocano
Doctor in Psychology
Bachelor's Degree in Psychology - Bachelor's Degree in Education
Master in Educational Psychology - Specialist in Hearing, Language and Learning
Diploma in Educational Needs and Inclusive Practices in Autism Spectrum Disorders
TEST FOR EVALUATION
OF ORAL LANGUAGE - ELO
Alejandro S. Dioses Chocano 2
TECHNICAL SHEET
DENOMINACIÓN : Prueba para la evaluación del lenguaje oral - ELO
AUTHORS José Luis Ramos Sánchez, Isabel Cuadrado
Gordillo and Inmaculada Fernández Antelo
ORIGIN: Editorial EOS - 2008
ADMINISTRATION: Individual
DURATION 20 to 30 minutes
RANGE OF Children from 4 years to 8 years
APPLICATION
MATERIALES : Manual, láminas y hoja de registro de res
SIGNIFICANCE: Evaluates the most relevant aspects of language
oral during its development.
BAREMO Centiles of each of the evaluated aspects and
of the total of the test
Alejandro S. Dioses Chocano 3
DESCRIPTION OF THE TEST
AUDITORY DISCRIMINATION OF PHONEMES
Auditory discrimination is the ability to perceive
distinctive of auditory stimuli; that is, the ability to
perceive differences, intensity, and timbre between sounds and identify
phonemes or identical or different words.
Alejandro S. Dioses Chocano 4
TEST DESCRIPTION
PHONOLOGICAL ASPECTS
The phonological aspects of oral language refer to
those phonetic traits of speech that, intentionally,
they allow reproducing the patterns specific to the community of
speakers; therefore, they correspond with the development and
articulatory and emission capacity sequence) of the phonemes
in the words.
Alejandro S. Dioses Chocano 5
TEST DESCRIPTION
SYNTACTIC ASPECTS
By syntactic aspects of language, we understand the capacity
for the child to regularly and correctly use the structures
grammatical and morphological features of the language (verb forms,
gender, number, etc.) with the intention of communicating messages to
through phrases.
Alejandro S. Dioses Chocano 6
DESCRIPTION OF THE TEST
SEMANTIC ASPECTS
The semantic aspects of spoken language refer to the
understanding of vocabulary, of words and their meaning, so
as to the understanding and acquisition of the meaning of phrases and
syntactic productions.
Alejandro S. Dioses Chocano 7
TEST DESCRIPTION
GENERAL INSTRUCTIONS
The application should be done individually, in a place
isolated from noises and approached as a game.
It is essential for the student to understand the task, for this
We will use the necessary time and resources.
We suggest that you write your notes on the answer sheet.
from sections III b, III c, IV b, and IV c, for what
subsequently, the evaluation is carried out.
Alejandro S. Dioses Chocano 8
ADMINISTRATION INSTRUCTIONS
I.- AUDITORY DISCRIMINATION OF PHONEMES
You must be very attentive, you are going to hear two words and you will have to
tell me if they are the same or if they are not the same. We must ensure that there is
Understood the task, for that we will propose some examples. (E.g.; shovel-
Bala, glass-step...)
Correct answers minus errors (A-E). If the value is negative, it is marked.
a zero.
Score: (Maximum 12)
Alejandro S. Dioses Chocano 9
II.- PHONOLOGICAL ASPECTS
You are asked to repeat one by one the words from each column (a, b, c, d, and e). The
The task is simple, the evaluator says the first word and the child repeats it.
d) Complex syllables (- e) Long words with
a) Sílabas directas b) Sílabas inversas y mixtas c) Sílabas complejas (-r-)
l-) complex syllables
A A A A A
Silk [Link] 19. Cloth [Link] Starred
[Link] [Link] [Link] 29. Globe [Link]
[Link] 12. Weapon [Link] [Link] [Link]
[Link] [Link] [Link] 31. Cable 40. Refrigerator
5. Chafa [Link] [Link] [Link] 41. Tailless
6. Boat [Link] [Link] 33. Climate [Link]
7. Parrots 16. Return 25Grando [Link] [Link]
[Link] 17. Manta [Link] [Link] 44. Calorific
[Link] [Link] Trap 36. Plant [Link]
Point. a) Point. b) Point. c) Point. d) Point. e)
Scoring (1 point is awarded for each correct answer and P.D. is the sum of correct answers from the 5 sections)
The score for each word will be 0 (incorrect) or 1 when the word is
correct.
Score: (Maximum 45)
Alejandro S. Dioses Chocano 10
III.- SYNTACTIC ASPECTS
a) Verbal memory of phrases
The student must repeat the sentences once we have finished saying them.
The phrase is said and once the student repeats it, they are scored and asked to
repeat the following. The test must be considered completed when the student
fails in two consecutive items.
Example: I have a green hat 0–1–2
I like to draw and do sports.
I was playing in the park with an electric train.
It is fun to go camping.
My friend Pedro got kicked in the shin.
5. At school, I gather my work before heading to recess.
Score
The test should be considered completed when the student fails on two items.
consecutively.
0 point: Omit or change more than one word.
1 point: Omit or change a word.
2 points: Says the phrase as it is Score: (Maximum 10)
Alejandro S. Dioses Chocano 11
b) Oral composition of sentences given a word
Now you must say a sentence with a word that I tell you. Let's see a
[Link]:“Me gustan los libros con dibujos”
0–1–2
Circus
Gift
[Link]
4. Colors
[Link]
The test must be considered finished when the student fails in two [Link]:
consecutively.
0 point: If it does not meet the condition of being a sentence and therefore, it is a
a word or a set of words that do not express complete meaning.
1 point: Two conditions must be met (Check manual)
2 points: Three conditions must be met (Check manual)
Score: (Maximum 10)
Alejandro S. Dioses Chocano 12
c) Description of actions
The student is presented with the panel of the PARK and is explained that it is going to
describe what is happening, then we carry out the same operation with
the sheet of the BEACH. If you don't understand us, we can describe one.
situation in order to be certain that you understand the task.
SHEET 1. THE PARK SHEET 2. THE BEACH
Alejandro S. Dioses Chocano 13
c) Description of actions
Situation or actions described
1.
Slide 1. Now I want you to look at this slide 2.
and you say situations or actions that there3.
(THE PARK) 4.
5.
6.
7.
Sheet 2. Now you must do the same, but
8.
with the beach sheet. (THE BEACH)
9.
10
Each sheet will be scored with a maximum of 5 points.
Score:
0 point: If it does not describe any action or merely lists objects of the
sheet.
1 point: When describing actions related to the characters of the
sheet and there are no grammatical errors.
Score: (Maximum 10)
Alejandro S. Dioses Chocano 14
IV.- SEMANTIC ASPECTS
a) Vocabulario I: Señalar dibujos por su definición
The child is asked to point out the objects that correspond with the definition.
Point out what is used for...
0–1
1. Point out what serves to give light light bulb
2. Indicate what is used to nail points. hammer
3. Indicate what is used to see enlarged things (forgot)
size
4. Indicate what is an air means of transportation airplane
5. Indicate the geometric shape that has five points. star
Score :
Alejandro S. Dioses Chocano 15
1 point is given for each correctly marked drawing.
Rating: (Maximum 5)
Alejandro S. Dioses Chocano 16
b) Vocabulary II: Expressing the meaning of words
Now you must tell me what each of the words I
And go on saying. For example: "What is a FORK?", "What does it mean
RETENTION?
0-1-2
6. Fork
7. Coat
8. Cap
9. Mula
10. Flashlight
Diamante
12. To infect
Basement
14. Stanza
15. Retain
The test must be deemed complete when the student fails in three items.
Score:
consecutively.
Each item is scored with 2, 1, or 0 (check manual).
Scoring:(Maximum 20)
Alejandro S. Dioses Chocano 17
c) Oral comprehension of narratives
The child is asked to pay attention to the story we are going to tell.
because afterwards you will have to answer some questions about it.
The narration should be read only once.
Alejandro S. Dioses Chocano 18
0–1
What was the name of the boy in the story?
2. What was happening to the little bird?
3. Where did Besi live?
4. What did you feed the little bird? (*)
5. What did the little bird do to thank Besi?
who had saved his life?
2 points are assigned if they say 'little worms' or
"worms" and "wheat", and a point if it only says one
of the two.
Score:
1 point is given for each answer that matches the underlined idea in the
narration. (check manual)
Score: (Maximum 6)
MAXIMUM TOTAL SCORE OF THE TEST: 118 POINTS
Alejandro S. Dioses Chocano 19
ORAL LANGUAGE ASSESSMENT (ELO)
DEVELOPMENT PROFILE AND DETECTED ERRORS
CENTILE GROUPS AND INTERPRETATION ***
1–5 10 - 25 30 - 35 40 - 60 65 – 70 75 - 90 95 - 99
Scale of .......... years. P.D.*P.C.**
Very
Very low Low Medium low Medium Medium high High
high
I. AUDITORY DISCRIMINATION
Description of errors:
[Link] ASPECTS
Error description:
III. SYNTACTIC ASPECTS
Description of errors:
IV. SEMANTIC ASPECTS
Error description:
GLOBAL DEVELOPMENT
*P.D. Direct score
P.C. Centile score
*** Mark with a cross the centile group corresponding to the P.C. in each of the aspects and in the overall development.
OBSERVATIONS:
Alejandro S. Dioses Chocano 20
THANK YOU
alediosescho@[Link]
Alejandro S. Dioses Chocano 21
Common questions
Powered by AIThe ELO test scoring mechanism involves assigning points based on the accuracy of the child's responses across various sections. Each section has a specific maximum score, reflecting its complexity. For example, auditory discrimination responses are scored out of 12, phonological aspects out of 45, syntactic aspects involve multiple sub-tests each with their scoring criteria, and semantic aspects are further divided with distinct scoring. This system allows for a detailed evaluation and identifies strengths and weaknesses in each language component. The cumulative score reflects a comprehensive view of the child's abilities .
Syntactic aspects in the ELO test are evaluated by assessing the child's ability to correctly use phrases, generate sentences from given words, and describe actions. Tasks such as repeating sentences, composing sentences using specific words, and describing scenes are scored based on accuracy and grammatical correctness, revealing the child’s grasp of grammar and sentence structure .
Phonological assessment in the ELO test examines the child's ability to reproduce speech patterns by identifying and articulating complex syllables and words. This includes tasks involving direct, inverse, complex syllables, and long words. The child's performance is scored on correct repetition, providing insight into their phonetic understanding and articulation skills essential for language development .
The ELO test is administered individually in a noise-free environment and approached as a game to ensure children understand the task without feeling pressured. This individualized approach allows the evaluator to use examples to clarify instructions and provide additional support if needed, accommodating differences in cognitive and language abilities among children .
The ELO test evaluates children's oral language through four main components: auditory discrimination of phonemes, phonological aspects, syntactic aspects, and semantic aspects. Each component focuses on different skills necessary for language development, such as perceiving auditory stimuli distinctions, reproducing speech patterns, using grammatical structures, and understanding vocabulary and meanings .
Individual administration of the ELO test is significant as it allows for personalized interaction between the evaluator and the child, accommodating specific needs and learning paces. This approach helps in mitigating anxiety and distractions, ensuring more accurate assessment of the child's natural language abilities. It also provides the evaluator flexibility to use strategies to support understanding and engagement .
Challenges in administering the ELO test include ensuring the child understands the tasks, maintaining their engagement, and accurately interpreting their responses. These can be mitigated by using examples to explain tasks clearly, maintaining a playful and supportive environment, and delivering the test individually in a noise-free setting. Providing breaks and being sensitive to the child's pace can also improve test efficacy .
Semantic aspects in the ELO test evaluate a child's ability to understand vocabulary and meanings within context. They assess the child's capacity to associate words with their definitions, express meanings of words, and comprehend narratives. This is achieved using tasks like identifying objects from definitions, expressing meanings of given words, and answering questions about stories read aloud .
The ELO test includes error description sections for each component—auditory, phonological, syntactic, and semantic—which guide evaluators in identifying specific errors in language skills. Evaluators mark centile groups for observed errors, providing a detailed profile of the child's language development, directly aiding in classifying the nature of errors, whether they are related to sound perception, articulation, grammar, or semantics .
The centile scoring system categorizes a child's performance into groups ranging from very low to very high, based on their direct scores in each language component and overall development. This system allows educators to interpret results relative to a normative sample, identifying where a child stands in language proficiency compared to peers, thereby informing targeted interventions .