Nickola Nelson, Elena Plante, Nancy Helm-Estabrooks, Gillian Hotz
Essential for effective use of the Test of Integrated Language and Literacy Skills™ (TILLS™), this in-depth Examiner’s Manual walks professionals through administration and scoring of the assessment. With this start-to-finish manual, TILLS examiners will:
The manual also includes the detailed instructions examiners need to complete the four charts of the Examiner Record Form:
Clear and comprehensive, this indispensable guide helps professionals administer and score TILLS accurately and use the results to inform next steps.
For every subtest, TILLS examiners get:
Overview of the Test of Integrated Language and Literacy Skills (TILLS)
The TILLS Model of Language and Literacy Skills
Purpose
Target Population
Examiners
Administration Time
Overview of the Subtests
Subtest 1: Vocabulary Awareness (VA)
Subtest 2: Phonemic Awareness (PA)
Subtest 3: Story Retelling (SR)
Subtest 4: Nonword Repetition (NWRep)
Subtest 5: Nonword Spelling (NWSpell)
Subtest 6: Listening Comprehension (LC)
Subtest 7: Reading Comprehension (RC)
Subtest 8: Following Directions (FD)
Subtest 9: Delayed Story Retelling (DSR)
Subtest 10: Nonword Reading (NWRead)
Subtest 11: Reading Fluency (RF)
Subtest 12: Written Expression (WE)
Subtest 13: Social Communication (SC)
Subtest 14: Digit Span Forward (DSF)
Subtest 15: Digit Span Backward (DSB)
The TILLS Conceptual Model
Test Materials
Examiner’s Manual
Technical Manual
Quick Start Guide
Stimulus Book
Digital Audio Files
Examiner Record Form
Student Response Form
Examiner’s Practice Workbook
Easy-Score™
Student Language Scale (SLS)
Items to be Supplied by the Examiner
Frequently Asked Questions
Administering the TILLS Subtests
Individual TILLS Subtests
SUBTEST 1: Vocabulary Awareness (VA)
SUBTEST 2: Phonemic Awareness (PA)
SUBTEST 3: Story Retelling (SR)
SUBTEST 4: Nonword Repetition (NWRep)
SUBTEST 5: Nonword Spelling (NWSpell)
SUBTEST 6: Listening Comprehension (LC)
SUBTEST 7: Reading Comprehension (RC)
SUBTEST 8: Following Directions (FD)
SUBTEST 9: Delayed Story Retelling (DSR)
SUBTEST 10: Nonword Reading (NWRead)
SUBTEST 11: Reading Fluency (RF)
SUBTEST 12: Written Expression (WE)
SUBTEST 13: Social Communication (SC)
SUBTEST 14: Digit Span Forward (DSF)
SUBTEST 15: Digit Span Backward (DSB)
Considerations for Testing Students with Previously Identified Special Needs
Modifying Start and Stop Rules when Testing Students with Special Needs
Testing Students with Hearing Loss
Signs that a Student with Special Needs May Need to Take a Break or to
Stop Testing
Frequently Asked Questions
Scoring the TILLS and Using the Scores for Its Three Purposes
Steps for Calculating Standard Scores
Transforming TILLS Subtest Raw Scores to Standard Scores
Percentile Ranks
TILLS Identification Core Scores
TILLS Sound/Word, Sentence/Discourse, Oral, and Written Composite Scores
TILLS Total Standard Score
Confidence Intervals
How to Use TILLS Scores to Achieve the Test’s Three Purposes
Purpose 1: To Identify Language and Literacy Disorders
Purpose 2: To Document Patterns of Relative Strengths and Weaknesses
Purpose 3: To Track Changes in Language and Literacy Skills over Time
Frequently Asked Questions
Considering TILLS Profiles in Relation to Curricular Demands and Student Needs
Students with Primary Language and Literacy Disorders
Example 1: Dawn
Example 2: Adam
Example 3: Calli
Example 4: Shaquela
Example 5: Robert
Students Who Are Deaf or Hard of Hearing
Example 6: Molly
Example 7: Jason
Students with Autism Spectrum Disorder
Example 8: Randy
Students with Intellectual Disability
Example 9: Ruth
References
Appendix Normative Tables
Subtest Standard Scores
Subtest Percentile Ranks
Standard Scores for the TILLS Total, Composite, and Identification Core Scores
Percentile Ranks for the TILLS Total, Composite, and Identification Core Scores
True Change Interval