Assessment of Literacy and Language

ALL™ is used to evaluate both the emergent literacy skills and language development of prekindergarten, kindergarten, and first-grade children. ALL™ can help you diagnose children who have language disorders and who are at risk for later reading impairment. The ALL™ may also be used for early identification of children who are at risk for reading impairment due to specific risk factors including environment, heredity, and difficulties of phonological processing.

Eleven norm-referenced and six criterion-referenced subtests assess language and emergent literacy skills in six target areas: language, phonological awareness, alphabetic knowledge, print awareness, fluency, and listening comprehension.

Authors Linda J. Lombardino, Ph.D.; R. Jane Lieberman, Ph.D.; Jaumeiko J. Coleman, Ph.D.

ALL™ incorporates three levels of assessment:

  • 1
    The Initial Indicator subtests identify children who are at-risk for language impairment or who may be at-risk for reading problems in the future.
  • 2

    The Diagnostic subtests assess the child’s present language and emergent literacy skills.

  • 3
    Criterion-Referenced subtests give further information by evaluating additional clinical behaviors associated with language and reading impairment.

To design targeted and meaningful intervention for young children with language learning challenges, we must first establish their strengths and weaknesses across spoken language and emergent literacy skills. ALL was created specifically to accomplish this objective in a psychometrically sound and child friendly way.

– The ALL Authors

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Theory & Evidence

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ALL Test Components
– Ventris Learning

Overview Video

ALL™