The Institute of Education Sciences (IES) has awarded the Individual Growth and Development Indicators (IGDILab) three $1.4 million, four-year grants to expand research in assessment of early language and literacy development of children ages three to five. Three researchers from the Department of Educational Psychology— Alisha Wackerle-Hollman (school psychology), Scott McConnell (special education), and Michael Rodriguez (quantitative methods in education)— will lead the IGDILab grants. Colleagues (and College of Education and Human Development alumni) from the Universities of Oregon, Washington, and Nebraska and Lehigh University will help conduct the research.
In a joint statement on the three grants Dr. McConnell and Dr. Wackerle-Hollman wrote, “We are excited to expand our work on IGDIs, and to continue the long line of research and application of General Outcome Measures— a line of work that Stan Deno and colleagues initiated almost 40 years ago. While the methods are slightly different, the overall aim remains the same: Produce psychometrically rigorous measures that are easy to use, so that teachers and others can have a better sense of their students’ current development and possible need for additional supports.”
Progress Monitoring Individual Growth and Development Indicators (PM-IGDIs) will develop a set of tools to assess young children’s language and literacy skills at frequent intervals and depict performance trajectories over time to aid in identifying children in need of intervention. Specifically, PM-IGDIs will examine four-and five-year-olds’ phonological awareness, oral language, alphabet knowledge and comprehension. Read the abstract.
Progress Monitoring – Spanish – Individual Growth and Development Indicators (PM – S – IGDIs) will use procedures and analyses similar to PM-IGDIs to develop a set of tools to frequently measure Spanish early language and literacy performance of young Spanish-English Dual Language Learners. PM-S-IGDIs will examine four and five-year-olds’ Spanish phonological awareness, oral language and alphabet knowledge. Read the abstract.
“Nearly one in four children in the United States is Latino and more than one in five comes from a home where a language other than English is spoken,” says Dr. Wackerle-Hollman. “But within that group, research tells us up to 85% are not proficient readers by fourth grade. It is clear that we must improve how we support our SE-DLL students, and we’re excited to contribute to that work with new, empirically sound and conceptually strong measurement tools.”
An extension of the existing Individual Growth and Development Indicators (IGDIs) measurement system, IGDIs – PK3 will assess the language and literacy development of three-year-olds. These measures will lead to improvements in school readiness for preschool children by providing an age appropriate assessment from age three to kindergarten entry. Read the abstract.
“As early childhood services continue to expand in Minnesota and throughout the nation, we’ll need better ways to assess and support age-appropriate progress for younger and younger children,” says Dr. McConnell. “This project extends our reach, exploring new ways to extend General Outcome Measurement to even younger children.”
The IGDILab researches, develops, validates, and applies IGDIs to support data-based decision making by teachers, early childhood professionals, parents, and others to help improve early childhood outcomes. To date, the lab’s work includes the assessment of English and Spanish language and early literacy development for children three, four, and five years of age. In the future, research, data, and learned methods from the IGDILab plan to be applied to other languages, domains of development, and new settings, including communities.