The TEWL-2 addresses and incorporates the criticisms of the original 1988 test. The new edition includes: the inclusion of two forms A and B, more test items, with the original items placed in Form A while matching items were developed for Form B, a wider age range, revision of scoring for the contextual writing items, and more specific instructions. Sample representativeness and concerns raised about validity and reliability were addressed. These last two concerns centered on the lack of reliability estimates at the lower age ranges, lack of predictive validity, and limited construct validity (Hresko et al., 1996, p. v-vi). Holdaway (1979) provides the philosophical orientation of the TEWL-2: “a matter of language, has many human dimensions, is developmental, learned, a cultural matter, and a complex matter” (Hresko et al., 1996, p. 2). The authors took a developmental view of writing in which the child learns from his early exposure to environmental print prior to any formal instruction. The test was developed to help identify children who need help developing their written language skills. (author abstract)