Individual Growth and Development Indicators during the Preschool Years: Research and Development

• In Event: 3-046 - Use of Individual Growth and Development Indicators to Support Early Intervention and Early Learning

Integrative Statement

Evidence makes clear the connection between early language and literacy development and later reading success. Early elementary reading proficiency is essential for short- and long-term success, and early elementary proficiency is affected by language and early literacy development in the preschool years (Molfese, Westberg, & National Early Literacy Panel, 2009; National Early Literacy Panel, 2008). This paper will discuss the research and development of the Individual Growth and Development Indicator (IGDI) preschool language and early literacy measures. Results from IGDI studies focused on measure development and validation for use with 3-5-year-old children will be discussed.
The IGDIs are brief, easy to use measures of language and early literacy that assess student knowledge on a generalized construct. IGDIs have demonstrated utility in early childhood classrooms, including in the context of multi-tiered systems of support. Recent work illustrates their utility in supporting databased decision-making to improve student outcomes (Wackerle-Hollman et al. 2018). An ongoing program of research has supported IGDI measure development, employing Rasch modeling, and computer adaptive testing algorithms to gain precision and reduce standard error when calculating student ability estimates (McConnell et al., 2016; Wackerle-Hollman, et al. 2016; Wackerle-Hollman, McConnell, Missall & Hojnoski, 2018).
We will describe three IGDI measure design and validation studies for preschool-age students. Our approach utilizes Wilson’s measure design model across IGDI tools, including 3-year-old; progress-monitoring, and dual language measures in Spanish and Hmong. Across three studies, we will present Kane’s (1992) validity framework and measurement components, including Rasch calibration results, statistics used to limit test-bias and analyses used to evaluate each IGDI as a measure of an identified construct (e.g. confirmatory factor analysis).
In the first study (n= 200) we describe development of four language and early literacy IGDIs specifically designed for use with 3-year-old children. We will present initial item scaling results and item banking procedures to maximize the precision of the child ability estimate.
In the second study (n=400) we describe the development of IGDI progress monitoring measures designed for 4-5 year olds who may warrant additional intervention to achieve outcomes that are known to predict later reading success (NELP, 2008). We will review item calibration and differential item functioning results. In addition, we will present results from a recent study comparing timed vs untimed IGDI measures, and discuss implications of using time-based IGDI measures with preschool-age children in relation to their outcomes.
Finally, in the third study (n=500) we will describe the development of IGDI measures for dual language learners. We will share the conceptual process for establishing validity claims with two alternate languages: Spanish and Hmong, review item level calibrations, and review results from criterion-related validity analyses.
In sum, this paper will summarize current research and development of the preschool-age IGDIs, illustrating the trajectory of the IGDI measurement research. The paper will conclude by stimulating discussion regarding the necessary components of psychometric rigor in preschool language and early literacy assessment and how IGDIs and other measures can continue to engage in research that contributes high quality psychometric standards.

Authors

• Alisha Wackerle-Hollman, University of Minnesota
  Presenting Author

• Scott McConnell, University of Minnesota
  Non-Presenting Author

• Erin Lease, University of Minnesota
  Non-Presenting Author

• Michael Rodriguez, University of Minnesota
  Non-Presenting Author

• Lillian Duran, University of Oregon
  Non-Presenting Author