Present Levels Examples I Actually Use

On the Goldman-Fristoe Test of Articulation–3, Marcus produced /r/ in initial, medial, and final positions of single words with 22% accuracy, and produced /s/ blends with 48% accuracy. In a 50-utterance conversational sample, intelligibility to an unfamiliar listener was judged at approximately 70%. Marcus is a willing communicator who self-corrects when given a model, and he demonstrates emerging stimulability for /r/ in the initial position with tactile cueing. His articulation errors impact his ability to participate confidently in classroom discussions, particularly during read-aloud activities, where peers and teachers frequently request repetition. Marcus needs explicit instruction in /r/ and /s/ blend production, with structured opportunities to generalize from words to connected speech.

On the CELF-5, Aaliyah earned an Expressive Language Index of 78 (7th percentile). In a 75-utterance language sample collected during a wordless picture-book retell, her MLU in morphemes was 4.12, below the expected range for an 8-year-old. The sample showed frequent omission of past-tense markers ("yesterday she walk to school"), inconsistent use of subject pronouns, and reliance on simple coordinating conjunctions with limited use of subordinate clauses. Aaliyah's strengths include strong topic initiation, varied vocabulary at the single-word level, and willingness to revise her output when given a model. Her expressive language difficulties affect her ability to produce written paragraphs, retell story events in sequence, and respond to extended-response questions in social studies and science. She needs targeted instruction in past-tense morphology and sentence complexity, with frequent opportunities for structured retells.

On the CELF-5, Diego earned a Receptive Language Index of 81 (10th percentile). On the Following Directions subtest he scored in the 9th percentile, with breakdowns on multi-step directions containing temporal and conditional vocabulary ("before", "after", "unless"). Classroom observation across two 30-minute periods confirmed that Diego required clarifying questions or peer modeling on approximately 4 out of 6 multi-step teacher directions. His strengths include strong attention to visual supports, accurate recall of routines, and effective use of self-advocacy when he asks for a direction to be repeated. His receptive language profile affects his independent completion of multi-step classroom tasks and his comprehension of grade-level texts that rely on temporal and conditional language. Diego needs explicit instruction in temporal and conditional vocabulary, combined with visual supports and rehearsal strategies for multi-step directions.

On the Social Language Development Test–Elementary, Lily earned a standard score of 79 (8th percentile), with the lowest performance on the Interpreting Social Language and Multiple Interpretations subtests. Across three 20-minute structured peer interactions, Lily initiated topics primarily related to her preferred interests (3 of 4 initiations), did not consistently respond to peer-initiated topic shifts (2 of 5 opportunities), and required adult prompting to repair conversational breakdowns. Lily demonstrates strengths in vocabulary, factual recall, and one-to-one rapport with familiar adults. Her pragmatic profile affects her ability to sustain reciprocal conversations with peers, participate in collaborative classroom work, and accurately interpret nonliteral language during read-aloud discussions. Lily needs structured instruction in topic maintenance, perspective-taking, and inference of speaker intent.

In a 5-minute conversational sample and a 5-minute oral reading sample, Jamal demonstrated stuttering-like disfluencies on 7.2% and 4.8% of syllables respectively, including part-word repetitions, prolongations, and occasional blocks averaging 1.5 seconds. Secondary behaviors included intermittent eye-blinking and head movement. On a clinician-administered self-rating scale, Jamal reported moderate frustration with speaking in front of the class and occasional avoidance of oral participation. Jamal's strengths include strong self-awareness of his disfluencies, willingness to use easy-onset strategies when cued, and supportive peer relationships. His fluency profile affects his willingness to participate in classroom discussions, oral presentations, and small-group academic activities. Jamal needs continued instruction in fluency-shaping and stuttering-modification strategies, paired with desensitization and self-advocacy support.