Improving Preschoolers' Reading Outcomes Through Measurement and Intervention in Classroom Environments (I'PROMICE)
I'PROMICE investigated the relationship between preschool indicators of expressive language and early literacy and other continuous progress monitoring measures of kindergartner's and first-graders' growth toward reading proficiency. The project included young children with disabilities, typically developing children, children for whom English is a second language, and children from low-income families. I'PROMICE activities helped us to understand how preschool measures of growth in language and early literacy are related to similar measures used in kindergarten and reading measures used in first grade, and will help us to better understand how we can support language and early literacy development through classroom activities.
Active data collection for I'PROMICE concluded in the spring of 2003. Data collection involved three types of primary activities: direct assessment, observation, and survey. Direct assessment activities were conducted with the children participating in the project on either a monthly or seasonal basis depending on whether the children were preschoolers, kindergartners, or first graders. Direct assessment activities were focused on language, early literacy, and early reading. All of the measures used are quick, reliable, and valid indicators of growth toward important developmental outcomes. Observations were conducted using a computerized system that examines classroom, instructional, and teacher and child behaviors. These observations were conducted seasonally for each child participating in the project. Finally, a caregiver survey was conducted with each family to gather demographic information and information about home language and early literacy practices.
Associated Presentations
Do Classroom Variables Influence Early Literacy Development?,
presented by Kristen Missall, Ph.D., Scott McConnell, Ph.D.,
Karen Cadigan, Ed.S., and Jessica Van Alstine, B.A., at the
19th Annual International Conference on Young Children with
Special Needs and Their Families (Division for Early
Childhood of the Council for Exception Children-DEC), From
Practice to Policy and Back Again: 30 Years of Advocacy for
Young Children and Their Families, Washington, D.C., October
14, 2003. (6 pages)-
Examining Literacy Growth and Its Relation to Classroom
Variables for Typical and At-Risk Preschool Children (52
pages)
-
The Influence of Classroom Variables on Early Literacy
Development: Assessment of Skills and Preschool Environments
(15 pages)
Project Staff
- Scott McConnell, Principal Investigator
- Kristen Missall, Project Coordinator
- Karen Cadigan
- Jessica Van Alstine
Funding
U.S. Department of Education