What is the CELF-5M for and how is it different to the CELF-5?

It is used to identify students of 9-21 years of age who have not acquired the expected levels of language competence and metalinguistic ability for their age. To put it simply, it is to test higher level language skills. Thus it is a test for those who exhibit “subtle language disorders” (Secord and Wiig, 2014) as it investigates skills beyond basic vocabulary, grammar knowledge and use.

What are Metalinguistics Skills?

Metalinguistics essentially involves the awareness and control of language and its components. It implies the person has an awareness of others as listeners and has an ability to recognise significant details and changes in speech and communication. Impaired Metalinguistic skills will impact on academic performance and social participation in the following areas:

  • The ability to make and understand inferences
  • Using and understanding multiple meaning words
  • Using figurative language and sarcasm/humour
  • Formulating sentences that meet cultural expectations for conveying messages or expressing emotions or opinions

What kind of tests?

There are 5 tests in the CELF-5M, all of which I’ve summarised below….

Metalinguistics Profile

This is a questionnaire to be filled out with one or more informants, such as a parent, carer or teacher. The questionnaire targets 3 areas: Words, Concepts, and Multiple Meanings; Inferences and Predictions; as well as Conversational Knowledge and Use. A maximum of four points  can be obtained on each of the 30 questions. A score of one  is obtained when a child ‘never’ does something in a particular category (e.g., doesn’t understand jokes or sarcasm).  A score of two is given when a child is capable of understanding or using something ‘some of the time’. A score of three is given when a child is able to understand or perform something ‘often’. Finally, a score of  four is given when a child is capable of comprehending something ‘always’ or ‘almost always’.

The two tests of meta-pragmatic skills

2. Making Inferences

The student is required to make inferences from the causal relationships presented in short narrative texts and identify which 2 of the 4 possibilities best describe what could have happened. Finally the student has to generate an additional reason that is not listed in the stimulus book.

3. Conversation skills

The student is required to formulate sentences that is conversationally and pragmatically appropriate to the given context. The student is presented with 2-3 words and a picture scene to do this.

The two tests of meta-semantic skills

4. Multiple Meanings

The student is required to interpret ambiguities at word level and sentence level. The student is presented with an ambiguity at word or sentence level and is required to formulate 2 interpretations.

5. Figurative Language

The student is required to interpret idioms within a given context and then match each expression with another of similar meaning.

Pros of this test:

  • It is quick to administer! Usually takes me about 45mins-1hr, depending on the student’s level of ability.
  • They are stand-alone tests, so you don’t have to administer them all. Just pick the ones you feel are going to be relevant.
  • Most of these tests evaluate skills that are essential for lessons such as English. Thus it is a very useful tool for therapists working in Secondary or higher/further education settings

Cons of this test

  • You need to exercise some caution regarding test eligibility as it is only for higher functioning students only. I would not use this test for those who demonstrate severe language impairment and reduced vocabulary.
  • It is best to complete the Metaliguistics Profile with the other informants to avoid over or underestimation of skill. Also parents/carers/teachers may find some of the questions hard to understand themselves . This part of the test can be quite time-consuming.

Release date: 2014

Age Range: 9-21

Author: Elizabeth Wiig and Wayne Secord

Publisher: Pearson


Related Content