Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators
Saved in:
| Title: | Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators |
|---|---|
| Language: | English |
| Authors: | Wackerle-Hollman, Alisha K., Rodriguez, Megan I., Bradfield, Tracy A., Rodriguez, Michael C., McConnell, Scott R. |
| Source: | Grantee Submission. 2015 40(2):81-95. |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A140065 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Reading Comprehension, Beginning Reading, Language Acquisition, Response to Intervention, Reading Skills, Measures (Individuals), Preschool Children, Urban Areas, Pictorial Stimuli, Reading Research, Sequential Approach, Sentences, Language Skills, Language Tests, Correlation, Psychometrics, Validity, Preschools |
| Geographic Terms: | Alaska, Indiana, Kansas, Michigan, Minnesota, Missouri, Ohio, Oregon |
| DOI: | 10.1177/1534508414551404 |
| Abstract: | Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later reading success, is needed to support best practices to adequately prepare students. This article describes the process involved in the creation and refinement of the newly developed comprehension Individual Growth and Development Indicators (IGDIs 2.0). Two theoretical models of early comprehension are discussed to highlight the inherent complexity of this domain. Results of three studies are presented: Study 1 outlines the initial piloting process, Study 2 represents a larger-scale investigation, and Study 3 describes further field testing and reveals the final IGDI 2.0 comprehension candidate: Which One Doesn't Belong (WODB). Results indicated WODB out-performed the other candidate measures across psychometric and pragmatic criteria. The utility of the WODB task within a Response to Intervention (RTI) framework is also discussed. [This article was published in "Assessment for Effective Intervention" (EJ1050548).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED605882 |
| Database: | ERIC |
| Abstract: | Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later reading success, is needed to support best practices to adequately prepare students. This article describes the process involved in the creation and refinement of the newly developed comprehension Individual Growth and Development Indicators (IGDIs 2.0). Two theoretical models of early comprehension are discussed to highlight the inherent complexity of this domain. Results of three studies are presented: Study 1 outlines the initial piloting process, Study 2 represents a larger-scale investigation, and Study 3 describes further field testing and reveals the final IGDI 2.0 comprehension candidate: Which One Doesn't Belong (WODB). Results indicated WODB out-performed the other candidate measures across psychometric and pragmatic criteria. The utility of the WODB task within a Response to Intervention (RTI) framework is also discussed. [This article was published in "Assessment for Effective Intervention" (EJ1050548).] |
|---|---|
| DOI: | 10.1177/1534508414551404 |
