![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
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.
Keywords early literacy, test construction
References
Section:
|
Aarnoutse, C., Van Leeuwe, J., Voeten, M., Oud, H. (2001). Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years. Reading and Writing, 14, 61–89. Google Scholar | Crossref | ISI | |
|
Albano, A. D., Rodriguez, M. C., McConnell, S., Bradfield, T., Wackerle-Hollman, A. (2011, April). Scaling with measures of early literacy. Paper presented at the meeting of the National Council for Measurement in Education, New Orleans, LA. Google Scholar | |
|
Anthony, J. L., Williams, J. M., McDonald, R., Francis, D. J. (2007). Phonological processing and emergent literacy in younger and older preschool children. Annals of Dyslexia, 57(2), 113–137. doi:10.1007/s11881-007-0008-8 Google Scholar | Crossref | Medline | ISI | |
|
Bradfield, T., Besner, A., Wackerle-Hollman, A., Rodriguez, M., McConnell, S. (2014). Redefining individual growth and development indicators: Oral language. Assessment for Effective Intervention. Advance online publication. doi:10.1177/1534508413496837 Google Scholar | SAGE Journals | |
|
Bradley, L., Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421. doi:10.1038/301419a0 Google Scholar | Crossref | ISI | |
|
Carrow-Woolfolk, E. (1999). Test for Auditory Comprehension of Language–Third Edition. Austin, TX: Pro Ed. Google Scholar | |
|
CEED@UROC . (2011). Individual growth and development indicators 2.0 identification assessments: Rhyming, first sounds, which one doesn’t belong, picture naming and sound identification (Unpublished assessment). Minneapolis: University of Minnesota, Center for Response to Intervention in Early Childhood. Google Scholar | |
|
Chi, M. T., Koeske, R. (1983). Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19, 29–39. Google Scholar | Crossref | ISI | |
|
Cowley, J., Glasgow, C. (1994). The Renfrew bus story: Language screening by narrative recall—Examiner’s manual. Centreville, DE: The Centreville School. Google Scholar | |
|
Deno, S. (1992). The nature and development of curriculum-based measurement. Preventing School Failure: Alternative Education for Children and Youth, 36(2), 5–10. Google Scholar | Crossref | |
|
Dickinson, D. K., Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 105–122. Google Scholar | Crossref | ISI | |
|
Dooley, C.M. (2011). The emergency of comprehension: A decade of research 2000-2010. International Electronic Journal of Elementary Education, 4, 169–184. Google Scholar | |
|
Dooley, C. M., Matthews, M. W. (2009). Emergent comprehension: Understanding comprehension development among young literacy learners. Journal of Early Childhood Literacy, 9, 269–294. doi:10.1177/1468798409345110 Google Scholar | SAGE Journals | |
|
Dunst, C., Trivette, C. M., Masiello, T., Roper, N., Robyak, A. (2006). Framework for developing evidence-based early literacy learning practices. CELLpapers, 1(1). Retrieved from http://www.earlyliteracylearning.org/cellpapers/cellpapers_v1_n1.pdf Google Scholar | |
|
Fuchs, D., Fuchs, L. S. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93–99. Google Scholar | Crossref | ISI | |
|
Fuchs, D., Fuchs, L. S., Compton, D. (2012). Smart RT: A next-generation approach to prevention. Exceptional Children, 78, 263–279. Google Scholar | SAGE Journals | ISI | |
|
Fuchs, L. S., Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488–499. Google Scholar | SAGE Journals | ISI | |
|
Glenberg, A., Gallese, V. (2012). Action-based language: A theory of language acquisition, comprehension and production. Cortex, 48, 905–922. Google Scholar | Crossref | Medline | ISI | |
|
Good, R. H., Kaminski, R. (2002). Dynamic Indicators of Basic Early Literacy Skills 6th edition (DIBELS). Eugene, OR: Institute for the Development of Educational Achievement. Available from http:///dibels.uoregonedu Google Scholar | |
|
Gorin, J. S., Embretson, S. E., McKay, D. (2008). Item response theory and Rasch models. In McKay (Ed.), Handbook of research methods in abnormal and clinical psychology (pp. 59–74). SAGE. Google Scholar | |
|
Greenwood, C., Carta, J., McConnell, S., Goldstein, H., Kaminski, R. (2008). Center for response to intervention in early childhood. Available from http://www.crtiec.org Google Scholar | |
|
Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., Nylander, D. (2011). The Response to Intervention (RTI) approach in early childhood [Feature ABI: Y FTI: Y; P]. Focus on Exceptional Children, 43(9), 1–22. Google Scholar | Crossref | |
|
Greenwood, C. R., Kratochwill, T. R., Clements, M. (2008). Schoolwide prevention models: lessons learned in elementary schools. New York, NY: Guilford Press. Google Scholar | |
|
Justice, L. (2010). The language basis of reading comprehension. Washington, DC: Institute of education sciences grant award, National Center for Educational Research. Google Scholar | |
|
Kail, M. (2011). The study of early comprehension in language development: New methods, findings and issues. Language Interaction and Acquisition, 2, 13–35. Retrieved from http://dx.doi.org/10.1075/lia.2.1.01kai Google Scholar | |
|
Margolis, H. (2012). Response to intervention: RTI’s linchpins. Reading Psychology, 33, 8–10. doi:10.1080/02702711.2011.630600 Google Scholar | Crossref | |
|
McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 45(2), 285–308. Google Scholar | ISI | |
|
McConnell, S. R., Priest, J. S., Davis, S. D., McEvoy, M. A. (2002). Best practices in measuring growth and development for preschool children. In Thomas, A., Grimes, J. (Eds.), Best practices in school psychology (4th ed., Vol. 2, pp. 1231–1246). Washington, DC: National Association of School Psychology. Google Scholar | |
|
McMaster, K., van den Broek, P. (2011). Making the right connections: Improving the comprehension of struggling readers. Washington, DC: Institute of Education Sciences grant award, National Center for Special Education Research. Google Scholar | |
|
National Early Literacy Panel . (2008). Developing early literacy report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Google Scholar | |
|
Robinson, E., Einav, S., Fox, A. (2013). Reading to learn: Prereaders’ and early readers’ trust in text as a source of knowledge. Developmental Psychology, 49, 505–513. doi:10.1037/a0029494 Google Scholar | Crossref | Medline | ISI | |
|
Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Velez, M., Guzman, K. (2013). Dialogic scaffolding: Enhancing learning and understanding in collaborative contexts. Learning Culture and Social Interaction, 2, 11–21. Google Scholar | Crossref | ISI | |
|
Sénéchal, M., LeFevre, J., Smith-Chant, B. L., Colton, K. V. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology, 39, 439–460. doi:10.1016/S0022-4405(01)00081-4 Google Scholar | Crossref | ISI | |
|
Sénéchal, M., Ouellette, G., Rodney, D. (2006). The misunderstood giant: On the predictive role of early vocabulary to future reading. Handbook of Early Literacy Research, 2, 173–182. Google Scholar | |
|
Skarakis-Doyle, E., Dempsey, L., Lee, C. (2008). Identifying language comprehension impairments in preschool children. Language, Speech and Hearing Services in Schools, 39, 54–65. Google Scholar | Crossref | Medline | ISI | |
|
Snow, C. E., Burns, M. S., Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Google Scholar | |
|
Storch, S., Whitehurst, G. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. doi:10.1037/0012-1649.38.6.934 Google Scholar | Crossref | Medline | ISI | |
|
Tompkins, V., Guo, Y., Justice, L. (2013). Inference generation, story comprehension and language skills in the preschool years. Reading and Writing, 26, 403–429. Google Scholar | Crossref | ISI | |
|
van den Broek, P., Kendeou, P., Kremer, K., Lynch, J., Butler, J., White, M., Lorch, E. (2005). Assessment of comprehension abilities in young children. In Stahl, S., Paris, S. (Eds.), Children’s reading comprehension and assessment (pp. 107–130). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
van den Broek, P., Kendeou, P., Lousberg, S., Visser, G. (2011). Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Electronic Journal of Elementary Education, 4, 259–268. Google Scholar | |
|
Wackerle-Hollman, A., Bradfield, T., McConnell, S., Albano, A., Rodriguez, M. (2011, April). Task development and item analysis in innovative measures of early literacy. Paper presented at the National Council for Measurement in Education, New Orleans, LA. Google Scholar | |
|
Wackerle-Hollman, A., Schmitt, B., Bradfield, T., Rodriguez, M., McConnell, S. (2014). Redefining individual growth and development indicators: Phonological awareness. Journal of Learning Disabilities. Advance online publication doi:10.1177/0022219413510181 Google Scholar | SAGE Journals | ISI | |
|
Whitehurst, G. J., Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848–872. Google Scholar | Crossref | Medline | ISI | |
|
Wiig, E. H., Secord, W. A., Semel, E. (2004). Clinical evaluation of language fundamentals–preschool (2nd ed.). San Antonio, TX: Psychology Corporation. Google Scholar | |
|
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum. Google Scholar |
