For use on its own or with the Test of Integrated Language and Literacy Skills (TM) (TILLS (TM)), the Student Language Scale reliably screens students from ages 6-18 years for language and literacy disorders, including dyslexia. Filled out by parents, teachers, and students in just three minutes or less, the 12-question screener is a quick, cost-effective way to see how students are performing on academic tasks as compared to their same-age peers.
This concise User's Manual shows you how to effectively use the SLS to:
* Screen for language/literacy disorders by gathering teachers' and parents' ratings of students. When teachers or parents rate more than two areas on items 1-8 less than 5, SLS results indicate the student is at risk and needs further assessment.
* Gather input about a struggling student's strengths and needs from multiple sources-a key requirement of IDEA
* Enhance home-school communication by gaining new insight into the student's performance and the parent's perspective, whether or not there are concerns
You'll get reader-friendly guidance on how to administer the SLS with teachers, parents, and students; a complete guide to the technical data supporting the SLS; and three examples that show how the SLS can help you make sound decisions about followup for students who need it.
Whether used with an entire classroom or with individual students, the SLS is the tool you need to quickly gather valuable information about strengths and needs-and plan next steps for students at risk for disorders.
For use on its own or with the Test of Integrated Language and Literacy Skills (TM) (TILLS (TM)), the Student Language Scale reliably screens students from ages 6-18 years for language and literacy disorders, including dyslexia. Filled out by parents, teachers, and students in just three minutes or less, the 12-question screener is a quick, cost-effective way to see how students are performing on academic tasks as compared to their same-age peers.
This concise User's Manual shows you how to effectively use the SLS to:
* Screen for language/literacy disorders by gathering teachers' and parents' ratings of students. When teachers or parents rate more than two areas on items 1-8 less than 5, SLS results indicate the student is at risk and needs further assessment.
* Gather input about a struggling student's strengths and needs from multiple sources-a key requirement of IDEA
* Enhance home-school communication by gaining new insight into the student's performance and the parent's perspective, whether or not there are concerns
You'll get reader-friendly guidance on how to administer the SLS with teachers, parents, and students; a complete guide to the technical data supporting the SLS; and three examples that show how the SLS can help you make sound decisions about followup for students who need it.
Whether used with an entire classroom or with individual students, the SLS is the tool you need to quickly gather valuable information about strengths and needs-and plan next steps for students at risk for disorders.
Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is Professor
Emerita in the Department of Speech, Language, and Hearing Sciences
and former Director of the Ph.D. program in Interdisciplinary
Health Sciences at Western Michigan University. She is author of
the book Language and Literacy Disorders: Infancy Through
Adolescence, and first author of the Test of Integrated Language
and Literacy Skills (TILLS), as well as editor-in-chief of the
journal, Topics in Language Disorders. Dr. Nelson's research and
publications focus on curriculum-based language and literacy
assessment and intervention.
Michele A. Anderson, Ph.D., CCC-SLP, is an assistant
professor at Western Michigan University. She was instrumental in
coordinating the national validation studies for the Test of
Integrated Language and Literacy Skills (TILLS) under the direction
of Dr. Nickola Nelson and serves as TILLS Project Coordinator.
Dr. Anderson's most recent scholarly work involves investigating
the role of verbal working memory in child language assessment,
test development, cultural influences on pragmatics of writing,
phonological awareness training for pre-school age children, and
influences on reading comprehension.
She has taught child language development courses at Western
Michigan University, co-written articles, and given numerous
national presentations on topics related to school-age child
language disorders.
Elena Plante, Ph.D., CCC-SLP, is a Professor in the
Department of Speech, Language, and Hearing Sciences at The
University of Arizona in Tucson. She is a fellow both of The
University of Arizona's College of Science and of the American
Speech-Language-Hearing Association. Her areas of research interest
include language learning and assessment practices. She in addition
to multiple journal articles on these topics, Dr. Plante is a
co-author on the Pediatric Test of Brain Injury and the Test of
Integrated Language and Literacy Skills. Dr. Plante has also been
using neuroimaging to explore the brain bases of language and
cognition for the last 2 decades. She has active national and
international collaborations in the areas of neuroimaging,
language, and learning.
"I can't recommend the SLS highly enough--it provides a quick and easy way to obtain qualitative information about a child's speech and language abilities from multiple sources. Unlike many questionnaires, the SLS asks about students' strengths, as well as solicits suggestions from parents, teachers, and children regarding ways to help students succeed. I use the SLS both to screen for language disorders and plan effective therapy; it's an integral part of my assessment toolkit." --Carrie Goodwiler, MA, CCC-SLP
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