Redefining Individual Growth and Development Indicators: Oral Language
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| Title: | Redefining Individual Growth and Development Indicators: Oral Language |
|---|---|
| Language: | English |
| Authors: | Bradfield, Tracy A., Besner, Amanda C., Wackerle-Hollman, Alisha K., Albano, Anthony D., Rodriguez, Michael C., McConnell, Scott R. |
| Source: | Grantee Submission. 2014 39(4):233-244. |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2014 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324C080011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education Early Childhood Education |
| Descriptors: | Oral Language, Preschool Children, Language Acquisition, Emergent Literacy, Naming, Individual Development, Developmental Tasks, Measures (Individuals), Test Construction, Pilot Projects, Response to Intervention, Item Response Theory, Test Validity |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test, Preschool Language Scale |
| DOI: | 10.1177/1534508413496837 |
| Abstract: | Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of measures that have demonstrated utility in language and early literacy assessment, evaluation, and intervention studies. The purpose of this article is to describe two studies conducted to build on the existing oral language IGDI, Picture Naming, to increase utility for instructional decision making, particularly within an early childhood Response to Intervention framework. Study 1 outlines the initial development and piloting of potential measures and Study 2 describes the revision and continued analysis of the most promising measures. Results of Study 1 and Study 2 indicate that Picture Naming has continued utility as a measure of oral language skill development and that one newly developed oral language IGDI, Definitional Vocabulary, has potential utility. [This paper was published in "Assessment for Effective Intervention" (EJ1033214).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED605886 |
| Database: | ERIC |
| Abstract: | Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of measures that have demonstrated utility in language and early literacy assessment, evaluation, and intervention studies. The purpose of this article is to describe two studies conducted to build on the existing oral language IGDI, Picture Naming, to increase utility for instructional decision making, particularly within an early childhood Response to Intervention framework. Study 1 outlines the initial development and piloting of potential measures and Study 2 describes the revision and continued analysis of the most promising measures. Results of Study 1 and Study 2 indicate that Picture Naming has continued utility as a measure of oral language skill development and that one newly developed oral language IGDI, Definitional Vocabulary, has potential utility. [This paper was published in "Assessment for Effective Intervention" (EJ1033214).] |
|---|---|
| DOI: | 10.1177/1534508413496837 |
