The Oral and Written Language Scales, Second Edition (OWLS-II) is an assessment of receptive and expressive language skills.  The OWLS-II consists of four scales. The Listening Comprehension (LC) scale measures oral language reception, which is the understanding of spoken language.  The examiner orally presents increasingly difficult words, phrases, and sentences to the student who then responds by pointing to or stating which of four pictures is correct. The Oral Expression (OE) scale measures oral language expression, which is the use of spoken language.  The examiner presents a verbal prompt along with a picture and the student must respond orally to the prompt with increasing difficult language. The Reading Comprehension (RC) scale measures the comprehension of written language.  The student is presented with written words, phrases, sentences, or paragraphs and responds by pointing to or stating which of the four options is correct. The Written Expression (WE) scale measures the ability to use written forms to convey information.  The student is presented with oral and visual prompts and asked to respond in writing.

Choose one of the following statements, add name, and delete others.

_______was administered the Listening Comprehension and Oral Expression scales

_______was administered the Reading Comprehension and Written Expression scales

_______was administered all four scales

Listening Comprehension and Oral Expression scales
The following results were obtained:

	Standard Score	Standard Deviation	Percentile Rank	Grade Equivalent	Interpretation
Listening Comprehension (LC)
Oral Expression (OE)
Oral Language Composite

The Oral Language Composite is derived from the Listening Comprehension and Oral Expression scales.

Items on the Listening Comprehension Scale of the OWLS-II can be grouped into four primary categories: Lexical/Semantic, Syntactic, Supralinguistic, and Pragmatic. 

The Lexical/Semantic items measure comprehension of a range of vocabulary structures including nouns, verbs, modifiers, idioms, prefixes, and suffixes. 

X demonstrated  (strengths/difficulties)

The Syntactic items include tasks requiring comprehension of function words (pronouns, prepositions, conjunctions, auxiliaries, determiners), inflections (possessives, plurals, verb tense, noun-verb agreement), and sentence structure (word order, sentence complexity, accuracy, type). 

X demonstrated (strengths/difficulties)

The Supralinguistic items include tasks requiring language analysis on a level higher than lexical or syntactic decoding.  Such tasks include comprehension of figurative language and humor; derivation of meaning from context, logic, and inference; and other higher-order thinking skills. 

X demonstrated (strengths/difficulties)

The Pragmatic items include tasks requiring appropriate responses in specific situations (such as questions, courtesy responses/greetings, and reasonable explanations) and understanding directions. 

X demonstrated (strengths/difficulties)

Items on the Oral Expression Scale of the OWLS-II can be grouped into four primary categories: Lexical/Semantic, Syntactic, Supralinguistic, and Pragmatic.  A task analysis was performed to determine areas of strength and weakness.

The Lexical/Semantic items measure comprehension of a range of vocabulary structures including nouns, verbs, modifiers, idioms, prefixes, and suffixes. 

X demonstrated (strengths/difficulties)

The Syntactic items include tasks requiring comprehension of function words (pronouns, prepositions, conjunctions, auxiliaries, determiners), inflections (possessives, plurals, verb tense, noun-verb agreement), and sentence structure (word order, sentence complexity, accuracy, type). 

X demonstrated (strengths/difficulties)

The Supralinguistic items include tasks requiring language analysis on a level higher than lexical or syntactic decoding.  Such tasks include comprehension of figurative language and humor; derivation of meaning from context, logic, and inference; and other higher-order thinking skills. 

X demonstrated (strengths/difficulties)

The Pragmatic items include tasks requiring appropriate responses in specific situations (such as questions, courtesy responses, requests, formulating appropriate questions, sequencing events, expressing feelings, and expanding a theme. 

X demonstrated (strengths/difficulties)

Reading Comprehension and Written Expression scales
The following results were obtained:

	Standard Score	Standard Deviation	Percentile Rank	Grade Equivalent	Interpretation
Reading Comprehension (RC)
Written Expression (WE)
Written Language Composite

The Written Language Composite is derived from the Reading Comprehension and Written Expression scales.

Items on the Reading Comprehension Scale of the OWLS-II can be grouped into five primary categories: Lexical/Semantic, Syntactic, Supralinguistic, Pragmatic, and Text Structure. 

The Lexical/Semantic items measure comprehension of a range of vocabulary structures including nouns, verbs, modifiers, idioms, prefixes, and suffixes. 

X demonstrated (strengths/difficulties) 

The Syntactic items include tasks requiring comprehension of function words (pronouns, prepositions, conjunctions, auxiliaries, determiners), inflections (possessives, plurals, verb tense, noun-verb agreement), and sentence structure (word order, sentence complexity, accuracy, type). It is noted that as the questions increased in difficulty X’s performance declined.  

X demonstrated (strengths/difficulties)

The Supralinguistic items include tasks requiring language analysis on a level higher than lexical or syntactic decoding.  Such tasks include comprehension of figurative language and humor; derivation of meaning from context, logic, and inference; and other higher-order thinking skills. 

X demonstrated (strengths/difficulties)

The Pragmatic items include tasks requiring knowledge of social norms for appropriate responses in specific situations (such as questions, courtesy responses, and reasonable explanations). 

X demonstrated (strengths/difficulties)

The Text Structure items are tasks that require a response that provides an appropriate summary or paraphrase, or reflects the main idea/theme, tone or mood of the paragraph.  

X demonstrated (strengths/difficulties)

Items on the Written Expression Scale of the OWLS-II can be grouped into five primary categories: Conventions, Lexical/Semantic, Syntactic, Pragmatic, and Text Structure. A task analysis was performed to determine areas of strength and weakness. 

The Conventions category is divided into letter formation, word formation, spelling, capitalization, punctuation, note convention, and general conventions. 

X demonstrated (strengths/difficulties)

The Lexical/Semantic items measure comprehension of a range of vocabulary structures including nouns, verbs, modifiers, idioms, prefixes, and suffixes. 

X demonstrated (strengths/difficulties)

The Syntactic items include tasks requiring comprehension of function words (pronouns, prepositions, conjunctions, auxiliaries, determiners), inflections (possessives, plurals, verb tense, noun-verb agreement, contractions), and sentence structure (word order, sentence complexity, accuracy, type).  

X demonstrated (strengths/difficulties)

The Pragmatic items include tasks requiring responses in specific situations (such as courtesy responses, and reasonable explanations or actions) and formulating an appropriate written response.

X demonstrated (strengths/difficulties)

The Text Structure items include tasks requiring knowledge and performance of the combination of all other categories to create lengthy text passages to be read or written. 

X demonstrated (strengths/difficulties)

All 4 scales administered:
The following results were obtained:

	Standard Score	Standard Deviation	Percentile Rank	Grade Equivalent	Interpretation
Listening Comprehension
Oral Expression
Oral Language Composite
Reading Comprehension
Written Expression
Written Language Composite

***If gave all scales cut and paste descriptions from above to here.

*** Summary paragraphs have options *** Examples of statements analyzing performance. Use/change to be applicable to client.

Based on the assessment using the OWLS-II, oral language scales, $ presented with standard scores that are within 1.5 standard deviations of the mean of 100 and are within normal limits.  Deficits were not noted in listening comprehension or oral expression.

Based on the assessment using the OWLS-II, oral and written language scales, $ presented with standard scores that are within 1.5 standard deviations of the mean of 100 and are within normal limits.  Deficits were not noted in listening comprehension, oral expression, reading comprehension or written expression.

Analysis of the receptive language scores revealed that $ has skills within functional limits for academic performance. 

Analysis of the expressive language scores revealed that $ has skills within functional limits for academic performance. Therefore overall language skills are functional for $’s academic success.

Based on the assessment using the OWLS-II, oral language scales, $ presented with standard scores that are not within 1.5 standard deviations of the mean of 100 and are not within normal limits.  

Deficits were noted in listening comprehension that may affect academic performance with difficulty following directions and comprehending differences in meaning when verb tenses change or other inflections are used.  

Difficulties with oral expression may be related to syntax deficits and difficulty constructing sentences correctly in the oral and written modes and may have a negative impact on $’s academic performance.

Based on the assessment using the OWLS-II written language scales, $ presented with standard scores that are not within 1.5 standard deviations of the mean of 100 and are not within normal limits. Difficulties in written expression will impact educational performance due to limited complexity in sentence structure, difficulties with spelling and limited proficiency in written discourse.

 Deficits were not noted in reading comprehension illustrates that $ does have significant difficult understanding material that is read.  

Analysis of the receptive language scores revealed that $ has skills are not within functional limits therefore academic performance may be affected by                 . Analysis of the expressive language scores revealed that $ has skills which are not within functional limits for academic performance and may have difficulties with the following           . Therefore overall language skills are not functional for $’s academic success.