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What do Narratives and Pediatric Psychiatric Impairments Have in Common?

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High comorbidity between language and psychiatric disorders has been well documented (Beitchman, Cohen, Konstantaras, & Tannock, 1996; Cohen, Barwick, Horodezky, Vallence, & Im, 1998; Toppelberg & Shapiro, 2000). However, a lesser known fact is that there’s also a significant under-diagnosis of language impairments in children with psychiatric disorders. In late 90’s, a study by Cohen, Barwick, Horodezky, […]

New Product Giveaway: Comprehensive Literacy Checklist For School-Aged Children

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I wanted to start the new year right by giving away a few copies of a new checklist I recently created entitled: “Comprehensive Literacy Checklist For School-Aged Children“. It was created to assist Speech Language Pathologists (SLPs) in the decision-making process of how to identify deficit areas and select assessment instruments to prioritize a literacy […]

How Early can “Dyslexia” be Diagnosed in Children?

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In recent years there has been a substantial rise in awareness pertaining to reading disorders in young school-aged children. Consequently, more and more parents and professionals are asking questions regarding how early can “dyslexia” be diagnosed in children. In order to adequately answer this question it is important to understand the trajectory of development of literacy […]

Review of the Test of Integrated Language and Literacy (TILLS)

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The Test of Integrated Language & Literacy Skills (TILLS) is an assessment of oral and written language abilities in students 6–18 years of age. Published in the Fall 2015, it is  unique in the way that it is aimed to thoroughly assess skills  such as reading fluency, reading comprehension, phonological awareness,  spelling, as well as writing  in school […]

What Research Shows About the Functional Relevance of Standardized Language Tests

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Standardized tests’ limitations

Teaching Punctuation for Writing Success

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Last week  I wrote a blog post entitled: “Teaching Metalinguistic Vocabulary for Reading Success” in which I described the importance of explicitly teaching students basic metalinguistic vocabulary terms as elementary building blocks needed for reading success (HERE).  This week I wanted to write a brief blog post regarding terminology related to one particular, often ignored […]

Teaching Metalinguistic Vocabulary for Reading Success

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In my therapy sessions I spend a significant amount of time improving literacy skills (reading, spelling, and writing) of language impaired students.  In my work with these students I emphasize goals with a focus on phonics, phonological awareness, encoding (spelling) etc. However, what I have frequently observed in my sessions are significant gaps in the […]

Test Review: Test of Written Language-4 (TOWL-4)

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Today due to popular demand I am reviewing the The Test of Written Language-4 or TOWL-4. TOWL-4 assesses the basic writing readiness skills of students 9:00-17:11 years of age. The tests consists of two forms – A and B, (which contain different subtest content). According to the manual, the entire test takes approximately between 60-90 minutes to administer and examines 7 skill […]

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