SLS Quick Start Guide
Published on 15. January 2018
Book
Mixed media product
1 pages
978-1-68125-272-8 (ISBN)
Description
The SLS is a simple, cost-effective way to screen for language and literacy disorders, including dyslexia. This quick and easy 12-question screener is filled out 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.
The SLS helps you:
Screen for language/literacy disorders such as dyslexia 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 with TILLS. (Sensitivity and specificity are strong: sensitivity is .90 for teachers and .85 for parents, and specificity is .90 for teachers and .83 for parents.)
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 student performance, whether or not there are concerns
The SLS Screener for Language & Literacy Disorders contains a user's manual, pack of 50 forms, and a quick-start guide.
The SLS helps you:
Screen for language/literacy disorders such as dyslexia 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 with TILLS. (Sensitivity and specificity are strong: sensitivity is .90 for teachers and .85 for parents, and specificity is .90 for teachers and .83 for parents.)
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 student performance, whether or not there are concerns
The SLS Screener for Language & Literacy Disorders contains a user's manual, pack of 50 forms, and a quick-start guide.
More details
Language
English
Place of publication
Baltimore
United States
Target group
Primary & secondary/elementary & high school
Dimensions
Height: 279 mm
Width: 216 mm
ISBN-13
978-1-68125-272-8 (9781681252728)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
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.
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.