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Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators

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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
FullText Text:
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  Data: Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2015 40(2):81-95.
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  Data: 15
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  Data: Institute of Education Sciences (ED)
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  Data: R305A140065
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– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Alaska%22">Alaska</searchLink><br /><searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink><br /><searchLink fieldCode="DE" term="%22Kansas%22">Kansas</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink><br /><searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink><br /><searchLink fieldCode="DE" term="%22Missouri%22">Missouri</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink>
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  Data: 10.1177/1534508414551404
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  Label: Abstract
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  Data: 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).]
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        Value: 10.1177/1534508414551404
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      – Text: English
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        PageCount: 15
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    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Beginning Reading
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Pictorial Stimuli
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      – TitleFull: Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators
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