The population of Spanish-speaking preschoolers in the United States continues to increase and there is a significant need to develop psychometrically sound early language and literacy screening measures to accurately capture children's ability in Spanish. In this paper, we describe the innovative design and calibration process of the new Individual Growth and Development Indicators-Español (IGDIs-E). We developed and tested two Spanish oral language measures: Identificación de los Dibujos/Picture Naming and Verbos (Expresivo)/Expressive Verbs with 976 Spanish-speaking preschoolers (4–5-years old; 50% female) across five states. Children were tested in Spanish in fall, winter, and spring across two academic years. Results provide evidence that the new IGDIs-E are psychometrically sound with no significant bias between genders and dialects of Spanish spoken in the United States. Cumulative results, the utility of the final measures, and the implications for data-based decision making with Spanish-speaking preschoolers is discussed.
Bibliographical noteFunding Information:
This work was supported in part by grant R305A120449 , Re-search and Development of Spanish Individual Growth and Development Indicators: Early Literacy identification measures for Spanish–English bilingual children, from the Institute of Education Sciences, U.S. Department of Education . The authors would like to thank colleagues who assisted with this project including participating childcare centers and programs in the Minneapolis/St. Paul area, central Florida, the Bay Area in California, and rural Utah. However, the opinions and recommendations presented in this paper are those of the authors alone, and no official endorsement from the Institute of Education Sciences should be inferred.
- Universal screening