143 to entering into the testing situation, the experience may have been so completely new that it established a different set of linguistic norms for the students. Observations made while administering the sentence comprehension subsection of the LAS II tend to confirm this notion. Even though the directions were provided in a standardized form as suggested in the test, students had difficulty following the sequence in the test booklet. Twenty-four of the 41 students had to be reminded to turn the page or to look at the pictures on the next page to locate the answers. While the process of turning pages and listening may be one that is learned very early in the U.S. educational system, experience in working with a well-educated graduate student from South America confirms that some "normal" behaviors are culturally bound and are not universal. Differences in the types and colors of the pictures, as well as their location on the page, contribute to making the test more difficult for these students. De Avila and Duncan (1932) confirm that observational data are necessary to assure correct classi fication and to reduce the potential for error in rating the language samples. Rodriguez-Brown and Elias-Olivares (1981) used the LAS I with two other measures of language proficiency. They observed that "the main problem with current test constructs is that they are based on adult expectations of what children can do rather than on what they actually do linguistically" (p. 44). While this observation is based on the use of the LAS I with elementary students, it is appropriate for the older Cuban students also. Pedraza and Pousada (1980) used observational techniques to evaluate students who were rated on the LAB I as alingual,