Evaluating the psychometric properties of the indicators that comprise the Early Childhood Environment Rating Scale-Revised (ECERS-R) language-reasoning scale from an item response theory (IRT) perspective on a sample of observations from 334 Caribbean classrooms, Stout's procedure revealed that all indicators on this dimension are not part of a single essentially unidimensional construct. IRT-based factor analyses on the indicator scores yielded two factors--named "Language-Reasoning Activities and Language-Reasoning Materials". IRT analyses conducted on these two factors revealed that their indicators provide adequate psychometric information and have no floor effects--although they demonstrate evidence for ceiling effects. IRT also revealed that at least within the Caribbean context: (a) the ECERS-R authors have ordered the indicators inappropriately; (b) administration of all indicators is unnecessary; and (c) equally weighting indicators might yield spurious results. IRT-based scoring might improve the psychometric soundness of indicators on this ECERS-R scale. (Contains 3 tables, 6 figures, and 8 notes.)