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2nd Edition

Test of Integrated Language and Literacy Skills (TILLS) - Now with Tele-TILLS!: Examiner's Kit inc Tele-TILLS

RRP - $1090.91   Our Price - $1086.36  Kit
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Nickola Wolf Nelson, Elena Plante, Nancy Helm-Estabrooks, Gillian Hotz

  • Test of Integrated Language and Literacy Skills (TILLS) - Now with Tele-TILLS!


Interest Age: 6 to 18
2021
ISBN: 9781681255323

The Test of Integrated Language & Literacy Skills™ (TILLS™) is the reliable, valid assessment professionals need to test oral and written language skills in students ages 6 - 18 years. TILLS is a comprehensive, norm-referenced test that has been standardised for three purposes:

  • To identify language/literacy disorders
  • To document patterns of relative strengths and weaknesses
  • To track changes in language and literacy skills over time

To achieve these purposes, TILLS is constructed to allow you to derive scores for identifying, tracking, and profiling a student's strengths and weaknesses and interpreting the results to support decisions about what to do next.

15 Extensively Researched Subtests

The TILLS assessment is all professionals need to capture the complete picture of students' oral and written language skills. TILLS is composed of 15 subtests that allow examiners to assess and compare students' language-literacy skills at both the sound/word level and the sentence/discourse level across the four oral and written modalities—listening, speaking, reading, and writing.

  1. Vocabulary Awareness
  2. Phonemic Awareness
  3. Story Retelling
  4. Nonword Repetition
  5. Nonword Spelling
  6. Listening Comprehension
  7. Reading Comprehension
  8. Following Directions
  9. Delayed Story Retelling
  10. Nonword Reading
  11. Reading Fluency
  12. Written Expression
  13. Social Communication
  14. Digit Span Forward
  15. Digit Span Backward

Curriculum Relevant

TILLS measures integrated language-literacy abilities that reflect the complex language and literacy demands of the general education curriculum.

Backed By Unparalleled Data

Each TILLS subtest has been fine-tuned to meet strong psychometric standards using scientific evidence gathered in numerous pilot studies and field trials, a national beta trial, and a standardisation study with more than 1200 children and adolescents across the United States.

Strong Specificity and Sensitivity

TILLS tested both sensitivity and specificity across the full age range covered by the test. In the manual, diagnostic accuracy data are broken down into nine different "age bands" meaningful to the development of language and literacy skills. Sensitivity ranges from 81% to 97%, and specificity ranges from 81% to 100%.

Useful for a Wide Range of Students

TILLS is ideal for evaluating students:

  • suspected of having a primary language impairment, also called specific language impairment
  • suspected of having a learning disability, reading disability, or dyslexia
  • known to have an existing condition associated with difficulties in spoken and written language (such as deaf or hard of hearing, autism spectrum disorder, or intellectual disability)
  • struggling with language and literacy comprehension and social communication skills (such as social communication disorder)

Streamlined Assessment

Professionals can administer the entire test, single subtests, or combinations of subtests in one or more sessions. Identification core subtests can be administered in only 25-45 minutes, and a comprehensive assessment can typically be administered in 90 minutes or less. Raw scores are converted to standard scores and Composite standard scores. Cut scores indicate whether the students score is consistent with the presence of a language/literacy disorder.

Reliability and Validity

  • McDonalds Omega values for subtests ranged from 0.95 to 0.99.
  • Test-restest correlations for subtests ranged from 0.71 to 0.99.
  • Inter-rater reliability correlations ranged from 0.84 to 0.99.
  • Validity studies demonstrated that the TILLS is able to differentiate typically developing individuals from those at risk for, or diagnosed with, a language or literacy disorder.
  • TILLS subtests scores correlate significantly with other commonly used language and literacy assessments.

Updated for Telepractice

Now we have the evidence that this trusted test can be reliably administered using distance technology when you can’t see students face to face! After a timely 2020 study supported the validity of administering TILLS virtually, the TILLS developers now include updated Tele-TILLS materials to guide users who are supporting students in online settings. The Tele-TILLS components are:

  • Digital Tele-TILLS Stimulus Book. This audio-enhanced stimulus book contains the stimuli needed to administer the TILLS subtests virtually.
  • Tele-TILLS instructions. A PDF of clear guidelines for administering TILLS using distance technology, including technical details, materials needed, step-by-step examiner instructions, and tips on scoring and interpreting results.
  • Facilitator instructions. A handy, one-page quick guide for parents and other adult facilitators who are assisting with technology setup and troubleshooting during virtual administration of TILLS.
  • To deliver the Tele-TILLS, examiners will need paper copies of the Examiner Record Form and the Student Response Form. The Student Response Form should be delivered to the location of the student prior to testing.

The TILLS Easy-Score is a free and convenient electronic scoring solution for TILLS - access TILLS Easy-Score

Table of Contents

The TILLS Examiner's Kit includes:

  • 1 Examiner's Manual
  • 1 Stimulus Book
  • 1 Technical Manual
  • 1 Quick Start Guide
  • 1 Set of Tele-TILLS Instructions (NEW!)
  • 1 Examiner's Practice Workbook
  • 25 Examiner Record Forms
  • 25 Student Response Forms
  • 50 Student Language Scales (forms only, SLS Manual not included)
  • Digital Audio Files (on USB drive)
  • TILLS tote bag

Frequently Asked Questions (FAQs)


What is Tele-TILLS?

Tele-TILLS™ allows examiners to test students’ oral and written language skills by delivering the TILLS via a video conferencing platform. Tele-TILLS facilitates remote assessment for identifying the presence of a language/literacy disorder.

Who can administer Tele-TILLS?

Tele-TILLS examiners must own a copy of the TILLS Examiner’s Kit and have experience in administering the TILLS using traditional face-to-face methods.

What are the components of Tele-TILLS?

  • Digital Tele-TILLS Stimulus Book. This audio-enhanced stimulus book contains the stimuli needed to administer the TILLS subtests virtually.
  • Tele-TILLS instructions. A PDF of clear guidelines for administering TILLS using distance technology, including technical details, materials needed, step-by-step examiner instructions, and tips on scoring and interpreting results.
  • Facilitator instructions. A handy, one-page quick guide for parents and other adult facilitators who are assisting with technology setup and troubleshooting during virtual administration of TILLS.

What else do I need to deliver the Tele-TILLS?

To deliver Tele-TILLS, examiners will need paper copies of the Examiner Record Form and the Student Response Form. The Student Response Form should be delivered to the location of the student prior to testing. Both the examiner and the student must have a computer with a camera, as well as a strong Internet connection. A second camera (for instance, a smartphone camera) is recommended as possible.

How long does it take to administer the Tele-TILLS?

Comprehensive assessment with TILLS or Tele-TILLS can typically be administered in just 90 minutes or less.How long does it take to administer the Tele-TILLS?

Can I use the TILLS Easy-Score™ with Tele-TILLS?

Yes. TILLS Easy-Score™ is your electronic scoring solution for TILLS and Tele-TILLS. Easy-Score saves you time by automating steps to complete the Examiner Record Form’s Scoring Chart and Identification Chart.

Can I trust Tele-TILLS results?

Yes. The TILLS developers conducted a study between April and September of 2020 to gather the scientific evidence to determine if the test can be administered using distance technology without affecting its validity for its primary purpose of identifying the presence of a language/literacy disorder. The results of the study do support the validity of administering TILLS remotely for this purpose.

How many copies of Tele-TILLS do I need?

Tele-TILLS is now included with the latest version of the TILLS Examiner's Kit.

If you already own TILLS, then one copy of Tele-TILLS should be purchased for each TILLS Examiner’s Kit. You can buy Tele-TILLS from the publisher's website.

Tele-TILLS is not available for purchase separately in Australia, but it can be purchased as part of the new TILLS Examiner's Kit (Now with Tele-TILLS).

Which students should be assessed with TILLS?

TILLS is ideal for evaluating students between the ages of 6 and 18 with any of the following characteristics:

  • suspected of having a primary (specific) language impairment
  • suspected of having a learning disability, reading disability, or dyslexia
  • known to have an existing condition associated with difficulties in spoken and/or written language (such as deaf or hard of hearing, autism spectrum disorder, or intellectual disability)
  • struggling with language, literacy, or social communication skills (who may be suspected of having social communication disorder)

How long does it take to administer?

Comprehensive assessment with all 15 subtests can typically be administered in 90 minutes or less. Less time is required to administer the identification core subtests (20–40 min).

Who can administer TILLS?

TILLS can be administered by any professional with preparation for working with children and adolescents with disabilities who has received training about how to administer and score individualised standardised assessments. This includes speech-language pathologists, special educators, reading specialists, learning disability specialists, neuropsychologists, and educational psychologists.

Does TILLS measure expressive & receptive language?

Yes, TILLS measures expressive and receptive language, but, no, it does not give you separate scores that are broken down in this way. Research has shown that there is no effective way to measure receptive and expressive language separately from each other. Any language assessment task requires at least some integration of language input and output, so to offer separate scores would be artificial. Consistent with this design, the DSM-5 no longer has a category for receptive and expressive disorders.

Do you have any type of screener or questionnaire to give to teachers or parents? Or some short test that I could perhaps do while doing formal assessments quickly to see if further literacy assessment is also warranted.

Included with the Test of Integrated Language & Literacy Skills is a “Student Language Scale” (SLS), which can be completed by parents, teachers, and students to show each party’s perspective on how the student is performing on academic tasks as compared to their same age peers. It’s a simple one-page checklist that helps identify students’ strengths and weaknesses in language and literacy skills and other non-language areas (though it’s not a pragmatics checklist). The SLS is to be used with TILLS, and is also recommended for use as a stand-alone tool to gather valuable information about a student, or for use with other assessments of student performance and potential.

You could also start by giving the Identification Core subtests on the TILLS to decide whether it you should give the entire TILLS battery.

What is the purpose of the TILLS Student Language Scale (SLS)?

The TILLS Student Language Scale (SLS) allows students, parents, and teachers to rate how well a student performs academic tasks compared to same-age peers and indicates areas to target for helping the student improve in school. The SLS is a simple one-page checklist that helps identify perceptions of students’ strengths and weaknesses in language and literacy skills that are observed directly with TILLS, as well as other non-language areas.

It can be used with TILLS, with other tests, or on its own. The SLS can be completed before or after TILLS and provides another source of input on the students’ performance from multiple sources.

Can TILLS be used with children who have special needs? What modifications am I allowed to use and do you have any tips for testing students with special needs?

Students from three special populations were included in the TILLS standardization trials. These students were enrolled in the studies because they had been identified previously as having one of the following diagnoses: autism spectrum disorder, deaf or hard of hearing, or intellectual disability (also called cognitive impairment). TILLS can provide information about the language-literacy and memory skills of students with any of these diagnoses; however, it is inappropriate to administer TILLS to any student with intellectual disability or autism who is functioning below a developmental age of approximately 6 years. In addition, it is inappropriate to test deaf or hard-of-hearing students with TILLS unless they have cochlear implants or properly fitted hearing aids or other hearing devices and have been learning language primarily through auditory-oral pathways rather than through sign language. Modifications and tips for administering TILLS to students with special needs can be found in the TILLS Examiner’s Manual.

Why should I test an older student when I already know they have a disability?

Simply knowing that a student has a disability doesn’t provide clinicians or educational teams with all the information they need to provide effective interventions. With TILLS, educators and clinicians will get a complete profile of a student’s oral and written language skills, allowing them to focus interventions on the area(s) with which the student is struggling. Older students who are transitioning out of high school may also need updated testing to document a disability for workplace or higher education accommodations.

Is it recommended that you always give a student the entire assessment each time, or can you just give subtests that are areas of concern?

TILLS was developed so that you may administer single subtests or combinations of them as well as the entire test. We recommend administration of all TILLS subtests, however, in order to develop a comprehensive profile of a student’s relative strengths and weaknesses. You should be able to administer all 15 subtests to most students in one 70- to 90-minute session or two 45-minute sessions. If shorter sessions are required, all sessions should be completed within a time span of no more than 4 weeks.

For tracking change in a particular skill area, you may wish to administer only those subtests that relate to that skill area. Ten of the fifteen subtests that make up TILLS can be given as stand-alone measures. Another five must be given after another related subtest.

Is this an assessment device that can be used more than once a year (i.e., can it be used to measure progress for RTI programs?)

TILLS can be administered to the same student as frequently as two times per year (i.e., after a minimum of 6 months since the first administration). The TILLS is not appropriate for progress monitoring on a weekly or monthly basis. Curriculum-based measures are better suited for this purpose.

Does TILLS incorporate a test of articulation as one of its subtests?

TILLS incorporates subtests of language phonology, but not articulation; however, you can observe articulation qualitatively as the student performs the spoken language TILLS tasks. There are several reasons that we decided not to include an articulation subtest on TILLS. Research shows that articulation skills alone are not related directly to academic language abilities needed for reading and writing, whereas phonological language skills are. In designing TILLS to be a comprehensive test of language and literacy skills, we wanted to control length and measure skills that were most related to academic language. We also wanted neuropsychologists, school psychologists, and others who are not speech-language pathologists and not typically trained to administer articulation tests to be able to administer TILLS. Therefore, we decided not to incorporate a traditional articulation test as a TILLS subtest.

The most direct measures of phonological language skills in TILLS are Nonword Repetition and Phonemic Awareness. Nonword Repetition assesses the ability to perceive, remember, and reproduce speech sounds in sequence in the context of nonwords that have been formed to mirror word structure found in academic vocabulary. Therefore some real bound morphemes are included, such as –ing and –ology. Similarly, the Phonemic Awareness subtest assesses students’ abilities to repeat nonword stimuli accurately, but after removing the first speech sound (i.e., phoneme) and only the first speech sound. This enables observation of the student’s concept of a phoneme. Students’ responses on either of these subtests are not penalised for consistent articulatory sound substitutions, such as w/r, w/l, or th/s, or for regional or cultural pronunciation variants of vowels or consonants. Examiners, of course, may note errors of articulation under qualitative comments for these or any TILLS subtest that requires spoken language responses (including Vocabulary Awareness, Story Retelling, Delayed Story Retelling, and Social Communication).

Why is it important to consider phonological language abilities in a comprehensive assessment of language and literacy?

Students who demonstrate difficulties with phonological aspects of oral language at the sound/word level in Nonword Repetition, Nonword Spelling, and Nonword Reading. A key difference in these subtests is that the written language nonword tasks require the ability to relate letter sequences to phonological sequences, going from letters to sounds in the case of Nonword Reading and sounds to letters in the case of Nonword Spelling. When students exhibit similar problems when attempting to repeat, read, and spell nonword items, it may signal a need for intervention aimed at helping them become more aware of the phonological elements that are represented by alphabetic sequences and patterns in print.

When students have strengths in reading compared to spoken repetition and spelling, as students do who are deaf or hard-of-hearing or who have marked oral language deficits, it may be helpful to teach them to draw on their stronger abilities to perceive and remember print to help them perceive and remember speech sounds in words. Conversely, if students have strengths in the oral modality compared to processing orthographic patterns in print, as students with dyslexia do, clinicians might emphasise speech sound awareness to learn associations with print in reading decoding or spelling unfamiliar words.

Can TILLS items be used for intervention?

The answer to this question is an unqualified “no.” The format and materials of testing should always be independent of the format and materials used for intervention. Using test items, test format, or test materials outside of the formal testing context is strictly forbidden. This invalidates the test for future use, and it is a violation of examiner ethics (Anastasi, 1992). Scores on the TILLS subtests are designed to point to skill areas to address in intervention, not to provide the specific methods, items, or materials for intervention.

How can I use the TILLS results to inform instruction and intervention?

In Chapter 4 of the TILLS Examiner’s Manual, we provide case studies that illustrate the progression from TILLS test scores to curricular considerations. Note that the TILLS subtests are curriculum relevant in that they reflect the language demands of the curriculum. To be curriculum based, assessment must be performed using the student’s actual curricular materials and applying informal assessment methods, such as targeted probes (e.g., oral or written language samples, read-aloud samples, inventories of graphophonemic associations) and dynamic assessment procedures (i.e., involving a sequence of test-teach-retest). You also should be aware that subtest scores may reflect multiple areas of functioning and that treatment goals should not be based on single subtest scores. In the case of reading comprehension, for example, a student’s individualised plan might need to include goals for strengthening reading decoding skills as well as for improving vocabulary knowledge and syntactic skills to aid in comprehension. Such decisions are based on the overall performance profile of the individual student and should be informed by concerns about the student’s needs in relationship to academic demands of the curriculum (see examples in Chapter 4 of the TILLS Examiner’s Manual).

I can see that the TILLS includes both phonemic awareness and phonological memory subtests. I am curious why you chose not to include a RAN subtest.

Our rationale was to include the tasks that fit our model of curriculum-relevance best for the two language levels (sound/word and sentence/discourse) by four modalities (listening, speaking, reading, and writing) and that would have most implications for what to do next. Although it would be helpful to identify students with slow retrieval, we reasoned that people could use other tools to pursue hypotheses about factors such as RAN difficulties in followup testing. That information would be of interest diagnostically but might have fewer direct implications for intervention choices than other pieces of information we wanted to gather.

Do you have to administer all 15 of the subtests?

TILLS was developed so that you may administer single subtests or combinations of them as well as the entire test. We recommend administration of all TILLS subtests, however, in order to develop a comprehensive profile of a student’s relative strengths and weaknesses. For tracking change in a particular skill area, you may wish to administer only those subtests that relate to skill areas of particular interest. The danger would be, however, overlooking areas that might be of concern because they are falling further behind. It’s important to know that TILLS was designed and standardized for three purposes:

  1. To identify language and literacy disorders
  2. To document patterns of relative strengths and weaknesses
  3. To track changes in language and literacy skills over time

If you wanted to administer TILLS for purpose 1, you would only need to administer the subtests that effectively identify language and literacy disorders in children your student’s age. Even though you would have high likelihood of identifying a disorder if present, you would not have a complete profile of the student’s abilities if you only administered the Identification Core subtests for the student’s age.

If you wanted to administer TILLS for purposes 2, we recommend that you administer all 15 subtests so you have a comprehensive profile of your student’s strength and weaknesses. If you wanted to administer TILLS for purpose 3, we recommend that you administer all 15 subtests on initial testing and then the subtests that represent areas you wish to track on follow-up. Alternatively, if you were concerned solely about certain skills, you could administer a subset of the tests on initial and follow up test sessions. In any case the same subtests should be administered no less than 6 months apart.

Please note, some subtests may not be administered alone but must be administered as part of a pair. Explicit instructions on test administration can be found in the Examiner’s Manual.

If I am only interested in finding out if my student has a language or literacy disorder, can I just administer the identification core subtests for their age?

Yes, you can. Instructions for which tests to administer can be found in the Examiner’s Manual.

A 90 minute administration time sounds challenging for some children who may have difficulty focusing and attending is there time allowed for breaks when administering this test? Could it be administered in separate parts?

TILLS is designed to work with your schedule. You can administer all 15 subtests, or choose the ones most relevant to individual students. You can do them in one 70–90 minute session, two one-hour sessions, or even two 45-minute sessions. You can even administer subtests in multiple sessions within a 4-week period.

Why are some subtests not administered from ages 6;0 through 6;5?

We eliminated some subtests at this age because our data indicated that many typically developing students had not yet developed the skills required by the subtests. This was true for subtests that measure skills we would expect to be emerging in early first grade (i.e., subtests measuring reading and writing). When typically developing students pass few items, it is difficult or impossible to differentiate impaired performance by children with language and literacy disorders from typically developing performance.

The following 5 subtests should not be administered to students who are between the ages of 6;0 and 6;5:

  • Subtest 5 – Nonword Spelling
  • Subtest 7 – Reading Comprehension
  • Subtest 10 – Nonword Reading
  • Subtest 11 – Reading Fluency
  • Subtest 12 – Written Expression

Can a subtest be used individually as its own test or do you have to give all of the subtests in a composite?

Yes, a subtest or component test of TILLS can stand on its own with the exception of those subtests that must have a different subtest given immediately prior e.g. Listening Comprehension must be given before Reading Comprehension even if you only want to use the results for Reading Comprehension. Page 92 of the TILLS Examiner's Manual provides information related to this issue.

Is there any research/explanation as to how/why the test has decided which subtests to use to calculate the "Identification Core" score?

Question continues: .... I have assessed 2 students: one student had more lower scores overall than the other student. The "lower student" exceeded the "cut score" whereas the student who had some significantly higher scores did not meet the "cut score". Therefore the student who received more average scores overall ended up being a student who the test would say is "consistent with the presence of a language/literacy disorder", whereas the student who had more below average scores did not meet this criterion (by virtue of which subtests were chosen).

Answer: The specific subtests for the age-group identification cores were selected to correctly identify the highest percentages of students in each age group who are known to have the disorder (sensitivity) while avoiding over-identifying (specificity) [see discussion about this in separate strand]. However, due to intervention or unusually strong scores on an included subtest, or a less common profile, situations like the one Cindy describes are possible where a student scores low on some subtests but not low enough to reach the cut score on the ones that are part of the Identification Core. We have allowed for flexibility of interpretation in alternative language included in the newly available TILLS report writing templates. Age group specific templates can be downloaded for free

Can you compare the results of the subtests?

Yes. All of the TILLS subtests were normed on the same population of students, so you can compare the results from different subtests and know that the results are psychometrically sound.

Are all the subtests normed for ages 6–18 years, including the non-word reading sub-test?

The nonword reading subtest is normed from age 6 years, 6 months to 18 years, 11 months. Prior to six and a half years of age, many children do not read well enough to do the task.

"TILLS is an excellent comprehensive tool for all ages of students in the assessment of language, listening, memory, and reading skills."
- Jayne Trombley, MA CCC-SLP, retired public school speech/language pathologist, clinical supervisor, Western Michigan University

"The TILLS is the most comprehensive assessment I’ve used in the 20 years I’ve been a school-based speech-language pathologist. The Common Core Standards are heavily laden with complex language. School-based SLPs need a comprehensive assessment that identifies those language deficits for our students."
- Sue Torney, M.A., CCC-SLP, Speech-Language Pathologist

"With TILLS, I can give one assessment and get a wealth of information rather than giving multiple assessments, which I am currently having to do."
- Audrey Adams, M.A., Reading Specialist

"[TILLS] culls out and differentiates problematic areas of language and literacy, as well as areas of strength, that no other formal measures accomplish. Findings gleaned from TILLS offer productive avenues to probe in the context of follow-up treatment. TILLS offers a unique and seminal contribution to language and literacy assessment."
- Sue Ellen Krause, PhD, CCC-SLP, BCS-F, Speech-Language Pathologist

"TILLS looks at reading, writing, and language in more depth than any other assessment I have used. I am thrilled to use TILLS to help identify academic challenges of my students with learning disabilities."
- Elizabeth DeBoer, Ed.S., school psychologist

"Very easy to administer and score.… I expect the TILLS to be a major component in the evaluation of my students in the future."
- Cathleen Queeno-Wall, M.A., CCC-SLP, Speech-Language Pathologist

"TILLS looks at reading, writing, and language in more depth than any other assessment I have used. I am thrilled to use TILLS to help identify academic challenges of my students with learning disabilities."
- Elizabeth DeBoer, Ed.S., school psychologist

Item MediaPrice
img_9303Test of Integrated Language and Literacy Skills (TILLS)
Examiner's Kit inc Tele-TILLS
Kit$1,086.36Cart+
img_7117TILLS Examiner's Manual
Spiral Bound$197.27Cart+
img_7119TILLS Stimulus Book
Paperback$295.45Cart+
img_7120TILLS Technical Manual
Softcover$158.18Cart+
img_7124TILLS Quick Start Guide
Kit$59.08Cart+
img_7121TILLS Examiner's Practice Workbook
Paperback$49.99Cart+
img_7122TILLS Forms Set
pack of 50
Forms$197.27Cart+
img_7123TILLS Student Language Scale
pack of 50
Forms$69.08Cart+
img_7371SLS Student Language Scale
Screener for Language and Literacy Disorders
(not included in set)
sample_7371Kit$158.18Cart+