Differential diagnosis of DLD and dyslexia in school-age students requires evaluation using co-normed measures of oral and written language at two language levels. SLPs are uniquely prepared to diagnose dyslexia along with DLD because of the frequent co-occurrence of the two disorders, the multifactorial language-basis of both, and individual differences in diagnostic profiles and intervention needs. This session includes practice interpreting profiles for students assessed with the Student Language Scale (SLS) and the Test of Integrated Language and Literacy Skills (TILLS), of which the presenter is an author, with recommendations for what to do next.
Live Webinar
Wed, Sep 9, 2026 at 6:00 pm EDTCEUs/Hours Offered: ASHA/0.1 Advanced, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Learning Outcomes
- After this course, participants will be able to evaluate multiple pieces of evidence to identify profiles of DLD-alone, dyslexia-alone, or DLD plus dyslexia.
- After this course, participants will be able to create a set of recommendations to match individual language/literacy assessment profiles.
- After this course, participants will be able to formulate points to explain the importance of using co-normed instruments in differential diagnosis of DLD and dyslexia and SLP roles in differential diagnosis and treatment.
Agenda
| 0-10 Minutes | Review of DLD and dyslexia and use of the quadrant model for differential diagnosis |
| 10-20 Minutes | Assessment using co-normed tests of language levels x modalities model for analysis with the quadrant model |
| 20-30 Minutes | Practice interpreting profiles. Changes based on age, treatment, & context. Value of Vocabulary Awareness and Written Expression Samples for differential diagnosis |
| 30-50 Minutes | More profiles incorporating parent, teacher, and student input from the SLS and TILLS to diagnose and point to recommendations for intervention |
| 50-55 Minutes | Discussion of how to address concerns raised by others about SLP roles |
| 55-60 Minutes | Summary, Q&A |
Presented By
Nickola Wolf Nelson
PhD CCC-SLP, BCS-CL
Nickola Wolf Nelson, PhD, CCC-SLP, BCS-CL, is Professor Emerita at Western Michigan University. Nelson’s publications on language/literacy disorders include the Test of Integrated Language and Literacy Skills (TILLS) and the textbook, Language and Literacy Disorders: Infancy through Adolescence. She served as Editor of Topics in Language Disorders 2005-2018. Nelson is a member of the Orton Oaks, an ASHA Fellow, and Fellow of the International Academy for Research in Learning Disabilities. She received the ASHA Honors and the Kleffner Clinical Career Award from the ASHA Foundation. Nelson now lives in Wichita, Kansas, with her husband, Steve Nave.
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Continued and its subsidiaries provide professional education authored by qualified Subject Matter Experts for continuing education purposes. These materials are intended for educational purposes and do not constitute medical advice or a substitute for individual clinical judgment. Continued is not a clinical healthcare provider; the licensed professional is solely responsible for ensuring that the application of any techniques or information presented is within their legal scope of practice and jurisdictional requirements.
Financial: Nickola Wolf Nelson was paid an honorarium for this presentation. She is also one of the creators of the assessment tools discussed in this course. Non-financial: No relevant non-financial relationships to disclose.
Sponsor Disclosure: This Course is presented by SpeechPathology.com, a Continued site.
Content Disclosure: This learning event focuses on Test of Integrated Language and Literacy Skills (TILLS) and Student Language Scale (SLS), tools developed in part by the presenter of this course, with the permission of Brookes Publishing Co.
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Advanced Level
0.10 ASHA CEUs
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