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Identify Dyslexia Using TILLS
Nickola Wolf Nelson, Ph.D., CCC-SLP, BCSCLWestern Michigan University
• 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.
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.,
“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.
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.,
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)
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)
• “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).
• 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)
• 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)
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.”
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.
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).
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.,
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.,
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.,
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.,
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.,
Nelson, N. W., Plante, E., Helm-Estabrooks, N., & Hotz, G. (2015). Test of Integrated Language and Literacy SkillsTM (TILLS™). Brookes Publishing Co., Inc.
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.,
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?
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.,
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.,
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.,
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.,
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)
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.