identify dyslexia using tills
TRANSCRIPT
Identify Dyslexia Using TILLS
Nickola Wolf Nelson, Ph.D., CCC-SLP, BCSCLWestern Michigan University
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Acknowledgement/Disclosure
• Nelson, N. W., Plante, E., Helm-Estabrooks, N.,& Hotz, G. (2016). Test of Integrated Language and Literacy Skills (TILLS). Baltimore, MD: Paul H. Brookes Publishing, Inc.
• Drs. Michele A. Anderson & E. Brookes Applegate, collaborating on Grant R324A100354 from the U.S. Department of Education, Institute of Education Sciences to Western Michigan University. Note that opinions in this presentation are those of the authors and not the U.S. government.
• Nelson, N. W., & Wiig, E. (in press). How SLD manifests in oral expression and listening comprehension. In D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability Identification (2nd ed.). Hoboken, NJ: John Wiley & Sons.
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Course Objectives – After completing this Webinar, participants will be able to:
• Describe patterns of phonological and nonphonological language skills that constitute a pattern of dyslexia.
• Discuss how dyslexia, specific language impairment, and specific comprehension deficit overlap, along with features that distinguish them.
N. W. Nelson, Western Michigan U., 2016Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Language Disorders
DyslexiaReading Disorders
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Language Disorders
Dyslexia
Reading Disorders
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Learning Disabilities
Language Disorders
DyslexiaOral Language
Disorders
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Recognizing DyslexiaControversies and Policies
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
• Elliott and Grigorenko(2014) created a furor inThe Dyslexia Debate, bysuggesting that:
• “…the term ‘dyslexia’ hassurely outgrown itsconceptual and diagnosticusefulness” (p. 177).
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Meanwhile…
“as of December of 2015, 28 states had statewide dyslexia laws, 6 states had initiatives or resolutions related to dyslexia, and 14 states had handbooks or resource guides to inform parents and educators about proper procedures for students in public and private educational settings” (Youman & Mather, 2015, p. 10).
Youman, M., & Mather, N. (2015). Dyslexia Laws in the USA: An Update. Perspectives on Language and Literacy, Newsletter of The International Dyslexia Association (December, 2015), 10-18.
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
FIVE reasons why the construct of dyslexia is worth keeping
1. Identifiable profile2. Distinguishable from other disorders3. Tends to run in families4. Implications for what to do next5. Public recognition
Three cautions1. Boundaries are often fuzzy2. Other profiles also justify special help3. Same labels can mean different thingsExcerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Scenario 1• Identified in
preschool with orallanguage impairment
• Appears to beprimarily expressive
• Later, sounds okaywhen talking
• Problems withreading decoding
• Later, problems withreading fluency andcomprehension (alsolistening comp,written expression,and formal oral exp.)
From Nelson, N. W., & Wiig, E. (in press). How SLD manifests in oral expression and listening comprehension. In D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability Identification (2nd ed.). Hoboken, NJ: Wiley.
Scenario 3• Identified in middle
primary years• Average or above in
reading decoding• Problems in listening
comprehension aswell as readingcomprehension
• Academic problemsmay be attributed toother problems (nottrying, ADHD)
3 Scenarios
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Take a Vote• Which scenario best fits a classical profile of
dyslexia?1 Preschool oral language problems; problems with reading decoding and comprehension in school-age years2 No preschool concerns; problems with phonological processing, reading decoding, fluency, spelling, listening comprehension better than reading comprehension early; reading comprehension improves3 No preschool or early elementary concerns; good surface reader; comprehension problems apparent later (but may be blamed on inattention, laziness, or processing concerns)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #1
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
International Dyslexia Association
• Dyslexia is a language-based learning disability.• Dyslexia refers to a cluster of symptoms, which
result in people having difficulties with specificlanguage skills, particularly reading.
• Students with dyslexia usually experiencedifficulties with other language skills such asspelling, writing, and pronouncing words.
• Dyslexia affects individuals throughout their lives;however, its impact can change at different stagesin a person’s life.
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
DSM-5 definition of dyslexia
• “Dyslexia is an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities” (p. 67).
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Definition of SLD in IDEA
• The term ‘specific learning disability’ means adisorder in one or more of the basicpsychological processes involved inunderstanding or in using language, spoken orwritten that may manifest itself in theimperfect ability to listen, think, speak, read,spell, or do mathematical calculations. (IDEA2004, §602.30, Definition)
Note: IDEA = Individuals with Disabilities Education Improvement Act (2004)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Definition of SLD in IDEA
• The term ‘specific learning disability’ means adisorder in one or more of the basicpsychological processes involved inunderstanding or in using language, spoken orwritten that may manifest itself in theimperfect ability to listen, think, speak, read,spell, or do mathematical calculations. (IDEA2004, §602.30, Definition)
Note: IDEA = Individuals with Disabilities Education Improvement Act (2004)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Rethinking “Processes”
Cognitive Processes
Language Processes (Oral and Written)
Academic Performance
NOT “achievement”
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Two Pathways to Identification as SLD
RtI Tier 1 RtI Tier 2 RtI Tier 3 /Assessment/Identification
IEP for SLD
Screening orReferral
Assessment of PSW Identification IEP for SLD
Note: PSW = Pattern of Strengths and Weaknesses; IEP = Individualized Education Program; SLD = Specific Learning Disability
Assessment of PSW - Identification
SLS + TILLS
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
The purpose of this letter is to clarify that there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents. …However, regardless of whether a child has dyslexia or any other condition explicitly included in this definition of “specific learning disability,” or has a condition such as dyscalculia or dysgraphia not listed expressly in the definition, the LEA must conduct an evaluation in accordance with 34 CFR §§300.304-300.311 to determine whether that child meets the criteria for specific learning disability or any of the other disabilities listed in 34 CFR §300.8, which implements IDEA’s definition of “child with a disability.”
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
N. W. Nelson, Western Michigan U., 2016
OSERS reminds SEAs and LEAs about previous guidance regarding the use of MTSS, including RTI, and timely evaluations,1 specifically that a parent may request an initial evaluation at any time to determine if a child is a child with a disability under IDEA (34 CFR §300.301(b)), and the use of MTSS, such as RTI, may not be used to delay or deny a full and individual evaluation under 34 CFR §§300.304-300.311 of a child suspected of having a disability.
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
N. W. Nelson, Western Michigan U., 2016
In determining whether a child has a disability under the IDEA, including a specific learning disability, and is eligible to receive special education and related services because of that disability, the LEA must conduct a comprehensive evaluation under §300.304, which requires the use of a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child. This information, which includes information provided by the parent, may assist in determining: 1) whether the child is a child with a disability; and 2) the content of the child’s IEP to enable the child to be involved in, and make progress in, the general education curriculum. 34 CFR §300.304(b)(1).
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
DyslexiaLearning Profile
• First signs in Kdg or 1st
grade—naming letters and associating sounds
• No preschool history of problems in oral language milestones or primary oral language disability
• Impaired accuracy and/or rate in– word decoding (pseudowords)– word reading (real words)– word spelling
Phenotype Profile
• Impaired phonological coding• Impaired orthographic coding• Impaired phonological loop for
integrating letters and phonological codes for oral naming
• Impaired orthographic loop for integrating orthographic codes with finger movements for letter and word production
From: Silliman, E. R., & Berninger, V. W. (2011). Cross-disciplinary dialogue about the nature of oral and written language problems in the context of developmental, academic, and phenotypic profiles. Topics in Language Disorders, 31(1), 6-23.Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Oral and Written LLDDevelopmental
Profile• Preschool history of oral
language struggles or delay
• Persisting oral and written language problems in school years
• All developmental domains in normal range
• Specific language impairment (SLI) or language learning disability (LLD) occurs in which one or more but not all language skills are impaired
Learning Profile• Impaired reading
comprehension—at word level (vocabulary), sentence level (sentence comprehension), and/or text level (factual and inferential questions)
• Impaired syntax or other language affect written composition
• Same impairments as dyslexia
PHENOTYPE PROFILE
Impaired morphological coding
Impaired syntax coding Impaired word retrieval Impaired listening Impaired memory Same impairments as for
dyslexia
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Using the Quadrant Model
for Differential Diagnosis
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Language Levels (NOT receptive/expressive)
N. W. Nelson, Western Michigan U., 2016
Language comprehension & Formulation• Construct
ideas/message• Formulate or
analyze vocabulary, sentences, & discourse
Word recognition & Production • Decode/encode
words using phonology & morphology
• Recognize/pro-nounce/ spell/write words
Expressive
Receptive
Sound/ word level
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
“Simple View of Reading”
• Reading decoding– Sound/word level knowledge
• Vocabulary knowledge• Graphophonemic & orthographic knowledge
– Focus on form• Reading comprehension
– Sentence/discourse level knowledge• Syntactic knowledge• Discourse and macrostructure knowledge• Includes vocabulary knowledge as well
– Focus on making sense– Relies on accurate decoding
Gough, P. B., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
Word recognition (WR) X Oral language comprehension (LC) = Reading comprehension (RC)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
DWord
Recognition
COral Language
Comprehension
RReading
Comprehension
Pattern of DyslexiaListening comprehension > Reading comprehension
(Badian, 1999; Stanovich, 1994)
VocabularyPart of C
Simple View of Reading (SVR; Gough & Tunmer, 1986)Simple View of Reading Redux (Tunmer & Chapman, 2012)
N. W. Nelson, Western Michigan U., 2016Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Word Spelling + Transcription
Sentence Formulation Message
VocabularyPart of C
Spelling in Context as the Reciprocal of Reading DecodingRepresents vocabulary selected to fit into sentence and
discourse contexts to communicate meaning
N. W. Nelson, Western Michigan U., 2016
Berninger, et al. (2002). Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing. Journal of Educational Psychology, 94, 291–304. Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Relationships of Disorders of Oral & Written Language
• Two dimensions may explain dyslexia and specific language impairment (SLI)– Phonological skills
(sound/word level)– Nonphonological skills
(sentence/discourse level)
(Bishop & Snowling, 2004; Catts, Adlof, Hogan, & Weismer, 2005)Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
N. W. Nelson, Western Michigan U., 2016Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Quadrant Model
Good listening comp + sentence formulation
when talkingLow reading decoding +
fluency + spelling + word inflection when
writing
Average in both
Low Reading + Low Oral Language
High sound/word skills and surface reading
Good Reading Decoding + Poor Comprehension
Sentence/Discourse Ability
Sound/Word Ability
Dyslexia(Spoken > Written)
Specific Comprehension Deficit(Written > Spoken)
Spoken + Written Disorder
Normal Language(Written = Spoken)
(Bishop & Snowling, 2004; Catts, Adlof, Hogan, & Weismer, 2005; Catts, Adlof, & Weismer, 2006; Ramus, Marshall, Rosen, & van der Lely, 2013)Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Using the SLS to Screen for Dyslexiaand TILLS to Diagnose It
and other language/literacy disorders
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
(Nelson, Plante, Helm-Estabrooks, & Hotz, 2016)
TILLS – Student Language Scale (SLS)(Nelson, Anderson, & Howes, 2017)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Consider teacher, parent, and student input on the SLSMultiple sourcesCo-norming Student Rating Scale
Correlation between Items 3-4 and Sound/Word Composite:Teachers = .671** Parents = .595**
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Teacher’s ratings on the first 8 items--
• Are 2 or more ratings <5? High sensitivity90% of 68 students with LLD identified accurately as having problems
• Are all (but 1) ratings >5? High specificity90% of 203 students with NL identified accurately as nothaving problems
Sensitivity Specificity
Teacher 61/68 = .90** 182/203 = .90**
Parent 203/239 = .85* 1065/1290 = .83*
Student 66/90 = .73 257/419 = .61
Correlation between Items 1-8 and total TILLS for Teachers = .752** Parents = .613**
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Nelson, N. W., Plante, E., Helm-Estabrooks, N., & Hotz, G. (2015). Test of Integrated Language and Literacy SkillsTM (TILLS™). Brookes Publishing Co., Inc.
Language Levels X Modalities Model
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Interpret TILLS results for 3 validated purposes
• Identify language/literacy disorder• Profile patterns of strengths and weaknesses• Track change over time (6 mos. +)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Purpose 1.
Identify language/literacy disorder
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Identification Core Subtests and Sensitivity/Specificity
• Core subtests– Vocab
Aware– NW Spell– NW Read– WE-
Discourse• Sensitivity 88%• Specificity 85%
6-7 year olds 8-11 year olds
• Core subtests– Phoneme Aw– NW Spell– Rdg Comp– Reading
Fluency– WE-Word
• Sensitivity 86%• Specificity 90%
• Core subtests– Vocab
Aware– Phoneme
Aw– NW Rep
• Sensitivity 84%• Specificity 84%
12-18 year olds
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Purpose 2.
Profile strengths and weaknesses
Profile of Dyslexia- Lower sound/word - LC > RC
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Purpose 3.
Track change over time
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Practice Identifying Profilesfor Differential Diagnosis
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
7;9 Grade 1 BoyHistory of articulation difficultiesWorking on /l/Getting RtI Tier 2 help for reading delays
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
7 year 9 month old boy
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
7 year 9 month old boy
Core subtests Vocab Aware Phoneme Aw NW Rep
Sound/word 48
Sentence/discourse 73
Consistent with diagnosis of dyslexia?Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #2
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
7 year 9 mo old boy
Good listening comp & sentence formulationLow reading
decoding & fluency & spelling
High in both?
Low in both?
High sound/word skills and surface
reading?Low comprehension
in listening and reading?
Sentence/Discourse Ability
Sound/Word Ability
School Classification: SLI-speech Only
Should there be more?
Dyslexia Dx is appropriate
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
7;10 Grade 2 GirlNo preschool servicesPositive family history of reading problemsHas an IEP with reading decoding and fluency goalsLD as primary eligibility (Reading)No S/LI as secondary eligibility – Should there be?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Teacher and Parent SLS for 7;10, Grade 2
Parent SLSGen Ed Teacher SLS
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Grade 2 girl (age 7;10)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
7;10 Grade 2 Girl
Sound/word 50
Sentence/discourse 71
Core subtests Vocab Aware Phoneme Aw NW Rep
Consistent with diagnosis of dyslexia?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #3
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
7;10 Grade 2, Girl
Good listening comp & sentence formulationLow reading
decoding & fluency & spelling
High in both?
Low in both?
High sound/word skills and surface
reading?Low comprehension
in listening and reading?
Sentence/Discourse Ability
Sound/Word Ability
LD as primary eligibility (rdg).Also gets help in class (co-taught by special edteacher and other assignments read to her).
Reading decoding and fluency goals on IEP.
Should there be goals related to oral language?Written expression and spelling?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
8;9 Grade 3 BoyNo IEP In our Language Literacy Risk (LLR) group:
RtI services for Reading Fluency 30 min, 1X/day, 5 days/week21st %ile on Star Reading77 SS, 6th %ile on WRMT Word Attack
Should he be tested/identified?Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
8;9 Grade 3 BoyParent SLSTeacher SLS
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Student SLS
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Grade 3 boy (age 8;9)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Written Expression Story
Discourse: 4/20 = 20%Sentence: 4/4 = 1.00Word: 18/23 = 78%
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
8;9 Grade 3 Boy
Core subtests Vocab Aware NW Spell NW Read WE-Discourse
Sound/word 53
Sentence/discourse 63
Consistent with diagnosis of dyslexia?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #4
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
8;9 Grade 3 Boy
Good listening comp & sentence formulationLow reading
decoding & fluency & spelling
High in both?
Low in both?
High sound/word skills and surface
reading?Low comprehension
in listening and reading?
Sentence/Discourse Ability
Sound/Word Ability
Example of isolated focus on Reading Fluency
It was fine but there were many other problems
Not classic dyslexia
Could say:Dyslexia + Language Dis:
Vocab Delayed Story RetellSocial Comm
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10;5 Grade 5 BoyIdentified as having a learning disabilityReading goals on IEPADHDNo history of spoken language problemsIs there evidence of any?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10 year 5 month old boy
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10 year 5 month old boy
Core subtests Vocab Aware NW Spell NW Read WE-Discourse
Sound/word 91
Sentence/discourse 66
Consistent with diagnosis of dyslexia?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #5
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10;5 Grade 5 boy
Good listening comp & sentence
formulation?Low reading
decoding & fluency & spelling?
High in both?
Low in both
High sound/word skills and surface
reading?Low comprehension
in listening and reading?
Sentence/Discourse Ability
Sound/Word Ability
School Classification: LLD-Reading Impairment Only + ADHD
NOT best fit for dyslexia, but words in context are low
Needs:Listening compReading compVocabulary
(semantic relations)
Social comm*Stories may be
relative strength Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10;7 Grade 5 BoyFamily history of reading problemsMother asked for him not to be pulled out for special reading since Grade 2504 plan (no IEP)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Gen Ed Teacher SLS Parent SLS
10;7 Grade 5 boy
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10;7, Grade 5 boyStudent SLS
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10;7 Grade 5 boy
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Written Expression Story (10;7 boy)
Discourse Score: 18/20 content units = 90% SS 16Sentence Score: 18 content/7 T-units=2.57 SS 15Word Score: 74/88 wdswithout error = 84% SS 6Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Nonword Spelling (10;7 boy)
gid
stenders
vilding
tep
dabe
tarbing
skeep
disvagle
glapped
untigament
Scroil
droof
1
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Core subtests 8-11 Vocab Aware NW Spell NW Read WE-Discourse
Sound/word 87
Sentence/discourse 135
10;7, Grade 5 boy
Consistent with diagnosis of dyslexia?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #6
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
10;7 Grade 5 boy
Good listening comp & sentence formulationLow reading
decoding & fluency & spelling
High in both?
Low in both?
High sound/word skills and surface
reading?Low comprehension
in listening and reading?
Sentence/Discourse Ability
Sound/Word Ability
Section 504 plan Longer test taking timeLonger time for in-class assignmentsCan dictate writing to momMom can read to him
Placed in advanced language arts because of high comp – “twice exceptional”
Classic dyslexia –Could benefit from word structure study
Reading fluencySpelling in context
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
13;7 Grade 7 BoyIdentified with Reading Impairment + ADHD No IEP
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
13;7 Grade 7 boy
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
13;7 Grade 7 BoyParent SLS
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Written Expression (13;7 boy)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
13 year 7 month old Grade 7 boy
Core subtests 12-18 Phonemic Aware NW Spell Reading Comp Reading Fluency Wr Exp – Word
Sound/word 90
Sentence/discourse 55
Consistent with diagnosis of dyslexia?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #7
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Good listening comp & sentence formulationLow reading
decoding & fluency & spelling
High in both?
Low in both?
High sound/word skills and surface
reading?Low comprehension
in listening and reading?
Sentence/Discourse Ability
Sound/Word Ability
NOT classical dyslexia
StrengthsPhonemic AwarenessNonword RepetitionReading FluencyWritten Expression (Discourse + Sentence)
WeaknessesStory Retell--answering comp QsListening ComprehensionReading ComprehensionSocial CommunicationVocabulary AwarenessALSONonword ReadingWritten Expression-Word
13;7 Grade 7 Boy
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
No current IEP S/LI + reading in younger gradesSee parent SLS re listening to story
17;5 Grade 11 Girl
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
17;5 Grade 11 GirlParent SLS
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
17;5 Grade 11 Girl
Core subtests 12-18 Phonemic Aware NW Spell Reading Comp Reading Fluency Wr Exp – Word
Sound/word 104
Sentence/discourse 95
Consistent with diagnosis of dyslexia?
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Poll Question #8
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Pattern observed?
Good listening comp & sentence
formulation?Low reading
decoding & fluency & spelling?
High in both?
Low in both
High sound/word skills and surface
reading?Low comprehension
in listening and reading?
Sentence/Discourse Ability
Sound/Word Ability
No IEPNeeds 504 plan
PA low
NOT dyslexia
Example of student with spoken language but not written problems?
Digit span tasks were WNLSocial comm good
Story Retell lowDelayed lowerHx of concussion?Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D.,
Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Conclusions
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
A Cautionary Note about Using the Quadrant Model to Differentiate Dyslexia and SLI
“A problem with all such taxonomies is that they leave some children unclassified and find few pure subtypes. Our view is that individual differences in reading and language disorders are better conceptualized in terms of a multidimensional model, in which there is continuous variation in component language and literacy skills, rather than discrete categories.” (Bishop & Snowling, 2004, p. 862)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
Take-home points• Comprehensive assessment provides insights not
available otherwise• Students with dyslexia have a unique profile• Others may demonstrate problems similar to dyslexia but
show problems in other areas too• Debatable whether listening comprehension problems should be an
exclusion criterion for dyslexia• Debatable whether specific comprehension deficits should be viewed
as SLI-only (Catts et al., 2005; Ramus et al., 2014); regardless, they probably involve problems of expressive formulation as well.
• Dyslexia + SLI = Oral Written Language Learning Disabilities (OWL-LD) (Berninger favors this term)
• Individual differences more important for planning than a specific label…even dyslexia (we use language/literacy disorder)
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
ReferencesBadian, N. A. (1999). Reading disability defined as a discrepancy between listening and reading comprehension: A longitudinal study
of stability, gender differences, and prevalence. Journal of Learning Disabilities, 32, 138-148.
Berninger, V. W., Vaughan, K. Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., Hawkins, J.. M., & Graham, S. (2002). Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing. Journal of Educational Psychology 2002, Vol. 94, No. 2, 291–304
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different?Psychological Bulletin, 130(6), 858-886.
Catts, H. W., Adlof, S. M., Hogan, T. P., & Ellis Weismer, S. (2005). Are specific language impairment and dyslexia distinct disorders?Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396.
Gough, P. B., & Tunmer, W. E. (1986). Decoding and reading disability. Remedial and Special Education, 7, 6-10.
Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127-160.
Nation , K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment? J. of Speech, Language, and hearing Research, 47(1), 199-211.
Nelson, N. W., Plante, E., Helm-Estabrooks, N., & Hotz, G., (2016). Test of Integrated Language and Literacy Skills (TILLS). Baltimore, MD: Paul H. Brookes Publishing Co.
Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Phonological deficits in specific language impairment and developmental dyslexia: Towards a multidimensional model. Brain, 136, 630–645.
Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B. Newman & D.D. Dickinson (Eds.), Handbook of early literacy research (pp. 97–110). New York: Guilford Press.
Silliman, E. R., & Berninger, V. W. (2011). Cross-disciplinary dialogue about the nature of oral and written language problems in the context of developmental, academic, and phenotypic profiles. Topics in Language Disorders, 31(1), 6-23.
Stanovich, K. E. (1994). Annotation: Does dyslexia exist? The Journal of Child Psychology and Psychiatry and Allied Disciplines, 35(4), 579-595.
Tunmer, W. E., & Chapman, J. W. (2007). Language-related differences between discrepancy-defined and non-discrepancy-defined poor readers: A longitudinal study of dyslexia in New Zealand. Dyslexia, 13(1), 42-66.
Tunmer, W. E., & Chapman, J. W. (2012). The simple view of reading redux: Vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities, 45, 453-466.
Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.
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Excerpted with adaptations from the Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2016 by Paul H. Brookes Publishing Co. All rights reserved.