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We compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, &amp; Sprague, 2001, 2003) and Children's Communication Checklist-Second Edition (CCC-2; Bishop, 2006) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation-Screening Test (DELV-ST-II; Seymour, Roeper, &amp; de Villiers, 2003) and Dynamic Indicators of Basic Early Literacy Skills-Next (DIBELS; Good, Gruba, &amp; Kaminski, 2009), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately classify nonmainstream English-speaking kindergartners by their clinical status.

Classification Accuracy of Teacher Ratings When Screening Nonmainstream English-Speaking Kindergartners for Language Impairment in the Rural South