In low-income or linguistically diverse public schools, it is difficult to differentiate language differences from language disorders. A Response to Intervention (RTI) model can help identify students who are at risk for language, reading, and writing disorders. Current research supports using progress monitoring tools as a way to guide the RTI process (Gilliam and Justice 2010).
There are currently no other benchmark assessments specifically designed to identify students at risk for language difficulties. Assessments such as the Test of Early Literacy (AIMSweb) can identify students at risk for reading decoding difficulties, but do not look at underlying language skills. The KLBA allows schools to follow the RTI model by universally screening students three times yearly. Schools can use this data to create tiered instruction groups, monitor growth, and differentiate language difference from disorder. The KLBA is based on research backed age appropriate skills, and can be administered in 3-4 minutes by any trained school personnel.