Dawn was a 6-year-old kindergarten student with a previous diagnosis of oral language difficulties. When she was assessed with TILLS toward the end of her kindergarten year, her results indicated that these difficulties were ongoing.

Eight-year-old Adam was an active, sociable third-grader. In first and second grade, he had received services for an articulation disorder—not in itself a heightened risk for reading impairment.

Maria was an 11-year-old fifth grader whose mother had concerns about her school performance, particularly in reading and spelling.

Robert was a 17-year-old tenth grader who had been diagnosed with language impairment at 3 years of age.