Abstract
The Test of Adolescent Language-2 has been proposed to reflect a multidimensional model of language and to include subtests that represent the dimensions of form, features, and content. Furthermore, the test authors indicate that individual subtests can be interpreted to determine intraindividual language strengths and weaknesses and that subtests can be combined to reflect specific composite language abilities. However, exploratory factor analysis conducted on the standardization subtest intercorrelation data indicated that the TOAL-2 is a one-factor instrument. Further analysis of the specific variance for each of the TOAL-2 subtests indicated that only the Listening/Grammar, Speaking/Grammar, and the Reading/Grammar subtests had adequate subtest specificity to be interpreted as separate and unique measures of language functioning. It also was suggested that the remaining TOAL-2 subtests be interpreted in the context of the underlying factor rather than as unique and separate language abilities. The rationally derived test model was not supported empirically, and practitioners should not attempt to interpret composite or subtest strengths and weaknesses as separate and unique language abilities.
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