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A product of the Center for Response to Intervention in Early Childhood, October 2009

Scott McConnell Tracy Bradfield Alisha Wackerle-Hollman

Our Agenda

 WhatisthebasicmodelforassessmentinearlychildhoodResponsetoIntervention(RtI)?

 Whataretheuniquecharacteristicsofearlylanguageandliteracyprogress‐monitoringmeasuresthatmakethemappropriatetosupportanRtImodel?

 WhatwastheprocessfordevelopingthenewIndividualGrowthandDevelopmentIndicators(IGDIs)?

  NewMeasureExamples

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Primary Functions of Assessment in EC RtI

  Screening  ToefHicientlyidentifysubsetsofchildrenwhomightmeetstandard(s)formoreintensiveintervention

  IdentiHication  Toidentifywhetherindividualchildrenmeetstandard(s)forTier2orTier3servicesinoneormoredomains

  ProgressMonitoring  ToassesswhetherindividualchildrenareincreasinggrowthratesatratesufHicienttomeetgeneraloutcomegoals

  [Diagnostic/PlanningAssessment]  ToidentifyspeciHicinstructionalgoalsand/orprocedurestopromoteincreaseddevelopment

Progress-monitoring at the preschool level

Whataretheuniquecharacteristicsoflanguageandearlyliteracyprogress‐monitoringmeasuresthatmakethemappropriatetosupportanRtImodel?–  Brief,easytocollect,inexpensive–  Relatedtolong‐termoutcome(s)–  Repeatable,andsensitivetogrowthandintervention

–  Reliability,validityandsensitivityashallmarks

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IndividualGrowthandDevelopmentIndicators

New Measures

Research Process

  ExtensiveLiteratureReviews  Robustanalysesofcomponentskillsforeachearlyliteracyarea:AlphabeticPrinciple,OralLanguage,PhonemicAwarenessandComprehension

  ResearchDesignandPilotimplementation  Findingthebest‘Racehorse’–evaluatingthemeasures

  Phase1trials  ReHinement

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Alphabetic Principle

  Alphabeticprincipleisknowledgeaboutthenamesandsoundsofletters(McBride‐Chang,1999).

  FivepotentialIGDIsweredevelopedthatwebelievespantheabilityrangewithinthedomainofalphabeticprinciple.

  Eachoftheseisadministeredin1minute.Thechild’sscoreisthetotalnumberofcardsherespondedtocorrectly.

Letter Orientation

‡ ♀ I Point to the letter.

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Letter Identification

H F T Point to the letter H.

Sound Identification

H F T Point to the letter that makes the /t/ sound.

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Letter Naming

What letter is this?

M

Sound Naming

What sound does this letter make?

M

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Trends

Trends, cont.

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Trends, cont.

  Measuredistributionswerenormalfor4ofthe5formats.

  LetterIdentiHicationandSoundNamingwerecorrelatedwithage(r=.42,.36).

  CriterionvaliditycorrelationcoefHicientsrangedfrom.526‐.851onDIBELSLetterNamingandfrom.602‐.872onWord‐IdentiHication(WJ‐III)

  ResultsindicatedthatoftheAlphabeticKnowledgetask,SoundIdentiHicationtaskandLetterOrientationtaskwerethemostrobust.

Phonological Awareness

  Phonologicalawarenessistheabilitytodetectandmanipulatethesoundstructureofwordsindependentoftheirmeanings.(Phillips,Clancy‐Menchetti,Lonigan,2008)

  Phonologicalawarenessisoneofthebestdeterminatesofsuccessfulearlyreadingacquisition.(Foy&Mann,2006)

  Fourmeasureswerecreated,eachlasting1to2minutes:Rhyming,Alliteration,SoundBlendingandSyllableSegmenting.

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Rhyming

•  Identifypicturethatrhymeswithtargetpicture;2minutes

Alliteration

•  Identifypicturethatstartswiththesamesoundastargetwordpair;2minutes

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Sound Blending

•  Blendingwordchunks:includesbothtwosyllablewordsandthebeginningandendingsoundsofonesyllablewords;2minutes

I’mgoingtosaysomewordsinafunnyway.Seeifyoucansaythemtherealway.Forexample,Icansaycow(tap)irstblock,1secpause)boy(tapsecondblock),that’sthefunnyway.Cowboy(pushblockstogether)istherealway.Here’sanotherone.A(tap)irstblock,1secondpause)ple(tapsecondblock)isafunnyway.Apple(pushblockstogether)istherealway.

cup cake

•  SyllableSegmentation(clapsyllablesof2,3,4‐syllablewords),2minutesWhenwesaywords,wecansaytheirpartsusingclaps.Wecansayelephantlikethis:el...e…phant(clapatotalofthreetimes,oneclapasyousayeachsyllable).Nowyoudoit.

Win/dow Yes/ter/dayPen/cil Butt/er/Hly Mor/ning

Syllable Segmentation

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PA Trends

2122

27

18

0

5

10

15

20

25

30

NewRhyming NewAllitera8on SoundBlending SyllableSegmen8ng

NumberofChildrenwithScoreof0byMeasure(N=47)

PA Trends

4.68

3.38

7.13

10.91

5.0874.342

9.174

10.924

0

2

4

6

8

10

12

NewRhyming NewAllitera8on SoundBlending SyllableSegmen8ng

Mean

SD

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PA Trends

  Measuredistributionswerenormalfor2ofthe4formats.

  AllPAmeasuresweresigniHicantlycorrelatedwithage(r=.55‐.67).

  CriterionvaliditycorrelationcoefHicientsrangedfrom.528‐.697withtheTOPEL.

  ResultsindicatedthatofthePhonemicAwarenesstasks,Alliteration,RhymingandSoundBlendingwerethemostrobust.

Oral Language

  “Abilitytousewordstocommunicateideasandthoughtsandtouselanguageasatooltocommunicatetoothers.”

  Linkbetweenvocabularydevelopmentandlaterreading

  Therearetwomajorcategories: ExpressiveLanguage(Abilitytousewordstoconveymeaning)

 ReceptiveLanguage(Abilitytolisten,process,andunderstandthemeaningofspokenwords)

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Expressive Language Measures

 PictureNaming 1minute Childsaysthenameofthepicture

Expressive Language Measures

  DeHinitionalVocabularyw/Pictures 1minute Childlooksatapictureandanswersaquestionabouttheobjectinthepicture

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Expressive Language Measures

 DeHinitionalVocabularywithoutPictures 1minute Childanswersaquestionaboutanoun.Childisnotpresentedwithavisualprompt.

Receptive Language Measures

 Point‐to‐Picture Childpointstothepictureofthewordyousayaloud;1minute

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Receptive Language Measures

 WhichoneDoesn’tBelong? Childpointstothepicturethatisdifferentfromtheotherpictures;2minutes

Receptive Language Measures

 MotorInstructions 30seconds,Childperformstheactione.g.“jump”

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Oral Language Trends

0

12

2 2

1

2

0

2

4

6

8

10

12

14

Point-to-Picture Belong Motor Defintion w/ Definiton w/out Picture Naming

Number of Children with a Score of 0 by Measure

16.45

11.05

8.6 8.74

10.86

21.45

5.3

7.75

4.35 3.89 4.7

8.88

0

5

10

15

20

25

Point-to-Picture Belong Motor Defintion w/ Definiton w/out Picture Naming

Mean

SD

Oral Language Trends, cont.

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Oral Language Trends

  Measuredistributionswerenormalfor4ofthe6.  Fourmeasures(Def.Vocabulary,WODB,PictureNamingandPointtoPicturesigniHicantlycorrelatedwithage(r=.39‐.65).

  CriterionvaliditycorrelationcoefHicientsrangedfrom.312‐.698forthePPVTand.241=.790forthePLS.

  ThemostrobustmeasureswereDeHinitionalVocabularyWithPictures,PictureNaming,andWhichDoesn’tBelong.

Comprehension

•  Comprehensioninpreschoolersconsistsoftwoparts:–  Textcomprehensionistheabilitytounderstandandinterprettext,includingpicturesandsymbols(Storch&Whitehurst,2002;Dunst,Trivette,Masiello,Roper,&Robyak,2006).

–  Listeningcomprehensionistheabilitytounderstandandinterpretspokenlanguageatmultiplelevels(Dickinson&Smith,1994;Skarakis‐Doyle,Dempsey,&Lee,2008).

•  Animportantcomponentofcomprehensionisinferencing,orHillingininformationthatwasnotactuallyseenorheard(Kendeou,Bohn‐Gettler,White,&VandenBroek,2008).

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Comprehension, cont.

 WehavedevelopedfourpotentialIGDIsthatwebelievespantheabilityrangewithinthedomainofcomprehension. PictureComprehension(1‐2minute) Sequencing(2minutes) StoryComprehension(5minute;nostimuluscards)

  ComprehensionisstillinPhase1testingandunderdevelopment.

Picture Comprehension

Where is he going?

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Picture Comprehension, cont.

What happens next?

Conclusions

  Where are we in developing General Outcome Measures for language and early literacy?   Improved sensitivity   Greater breadth of “domains” covered   Improved psychometrics

  How are we getting there?   Renewed research and development, based on

many researchers’ and practitioners’ experience   Adaptation and addition of new methods, esp. IRT

  Coming attractions   New measures   Benchmarks for tiered intervention   ROC analyses for prediction