The Test of Integrated Language and Literacy Skills (TILLS) has received a lot of attention because it evaluates both language and literacy within a single assessment.
I was interested in taking a closer look at the TILLS because it’s an assessment a lot of SLPs use. It’s also a relatively newer assessment too. Since many students referred for speech-language evaluations also struggle with reading and writing, it seems like a good idea.
What is the TILLS?
TILLS is designed to assess oral language, reading, writing, and related literacy skills. Rather than focusing exclusively on spoken language, it examines the broader set of skills students need for academic success. It feels niche because it brings literacy into focus. I also like that it makes a connection between oral language and literacy, which is something I have stressed to disbelievers (some principals) over the years.
Watch My Video Review
In the video I walk you through it as a true beginner. I’m not an expert and I share my first and honest impressions with you as I page through it for the first time. It’s an adventure!
What I Like About TILLS
One of the biggest strengths of TILLS is that it is comprehensive. And like I said before, the TILLS recognizes the relationship between language and literacy and provides information about both areas. That’s unique in one assessment.
For speech-language pathologists working in private practice, it helps to increase the breadth and depth of what we can offer to clients. school-based clinicians, this can be particularly valuable when trying to understand how language difficulties may be affecting classroom performance.
What I Don’t Like
The biggest challenge for many clinicians is how long it is. There are 15 subtests, which an insane amount of subtests. I feel like it’s trying to be everything to everyone. They even have a pragmatics subtest. I know pragmatics are important, but is it really necessary to have it in the TILLS? I feel like the test needs a ruthless editor. Or maybe a secondary protocol form with supplementary subtests? The protocol is so thick!
Also on one of the subtests there’s a story about a child getting fat and eating candy. Frankly, it doesn’t feel appropriate to share with students.
For school-based speech-language pathologists, can they find enough time to administer the TILLS? Also my caseload skews young and they are in a pre-literacy stage. So this assessment might not be what I need.
Also my caseload is bilingual and Spanish reading skills are taught in a different way that English. So the information might not be useful or even valid for my bilingual students.
I also think clinicians need to be thoughtful about when to choose the TILLS. While it provides a lot of information, not every student needs a comprehensive assessment.
Would I Use It Again?
My caseload is bilingual so I don’t see how it would help me. But the amount of information gathered can be useful when trying to understand an English speaking student’s overall academic communication profile. I also think it’s most useful for private practitioners who have a lot of time to administer it and can work on more splinter skills related to literacy.
Final Thoughts
TILLS offers a unique perspective by examining English language and literacy together. While it requires a larger time investment than other traditional language assessments, it can provide a lot more valuable information. Watch my video review to see the assessment materials and hear my complete thoughts on its strengths and limitations.
Leave a Reply