Supported by 20+ years of federally-funded research.
In response to accountability systems for young children, the Office of Special Education and Rehabilitation Services (OSERS) funded a collaborative project between investigators at the Universities of Minnesota, Kansas, and Oregon: the Early Childhood Research Institute on Measuring Growth and Development. The initial research and development of the Individual Growth & Development Indicators (IGDIs) was conducted under this grant at the University of Minnesota based on over a decade of previous research in measurement procedures for Curriculum-Based Measurement by Dr. Stan Deno.
More than 35% of Early Reading First grantees used IGDIs to assess child language and literacy outcomes.
With evidence building around the link between mathematical skills and later school success, the Early Numeracy IGDIs were developed by Robin Hojnoski, Ph.D. and Randy Floyd, Ph.D. of the Department of Psychology at the University of Memphis. These measures have since been psychometrically evaluated and extensively tested in the field. Dr. Hojnoski continues the research advancement of these early numeracy measures at LeHigh University.
The Institute of Educational Sciences (IES) funds the redesign of the IGDIs for language and literacy. After a rigorous design & evaluation process, the revised measures have since been evaluated empirically in a series of studies (including Masters and Doctoral theses) with special attention to reliability and validity indices.
The University of Minnesota is awarded funding to fully develop and validate the Spanish edition of IGDIs for assessing the early literacy skills of Spanish-English bilingual children.
A multi-year research grant will allow the University of Minnesota to design, test and evaluate the feasibility, usability and promise of IGDI-APEL, a tablet-device application that provides a comprehensive early literacy RTI experience for early childhood educators including assessment (screening/identification & progress monitoring), real-time interactions with student data, and a RTI data-based decision making frameworks.
The University of Minnesota (in partnership with researchers at the Universities of Washington, Oregon, LeHigh, among others) receives multiple federal research grants to expand on the existing suite of early literacy measures. This includes the development of a P3 edition for screening and a progress monitoring set for P4 children in both English & Spanish languages.
More than 12,500 preschool settings have used IGDIs to assess child outcomes.
- Advances in Measurement for Universal Screening and Individual Progress Monitoring of Young Children. Journal of Early Intervention, 2011, Volume 33, No. 4, pp. 254-267.
- Redefining Individual Growth and Development Indicators: Oral Language. Assessment for Early Intervention, July 25, 2013.
- Redefining Individual Growth and Development Indicators: Phonological Awareness. Journal of Learning Disabilities, Nov 14, 2013.
- More coming…
- Technical Report #1: The Development of Early Literacy Skills in Bilingual and Spanish-speaking Preschool-age Children: A Literature Review.
- Technical Report #2: On Demonstrating Construct Validity Using Wilsons Model to Create S-IGDI Pilot Measures.
- Technical Report #3: Evaluating S-IGDI Measures: Iterative Decision-Making in the Development Process.
- Early literacy individual growth and development indicators (EL-IGDIs): Growth trajectories using a large, internet-based sample. Journal of School Psychology, 2012, Volume 50, No. 4, pp. 483-501.
- Accountability Systems for Children Between Birth and Age Eight
- Selection of General Growth Outcomes for Children Between Birth and Age Eight
- National Survey to Validate General Growth Outcomes for Children Between Birth and Age Eight
- Research & Development of Individual Growth & Development Indicators for Children between Birth and Age Eight
- Research and Development of Exploring Solutions Assessments for Children Between Birth and Age Eight
- Theoretical Foundations of the Early Childhood Research Institute on Measuring Growth and Development: An Early Childhood Problem-Solving Model
- Family Outcomes in a Growth and Developmental Model
- Psychometric Characteristics of Individual Growth & Development Indicators: Picture Naming, Rhyming and Alliteration
- Monitoring Emergent Literacy Development of Immigrant Preschoolers Who Speak Somali, Spanish, or Hmong
- Preliminary Evidence of the Technical Adequacy of the Preschool Numeracy Indicators. School Psychology Review, 2006, Volume 35, No. 4, pp. 627644.
- Sensitivity to Growth Over Time of the Preschool Numeracy Indicators With a Sample of Preschoolers in Head Start. School Psychology Review, 2009, Volume 38, No. 3, pp. 402418.