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Individual Growth and Development Indicator: Alliteration
Resource Type:
Instruments
Alternative Title:
IGDI Alliteration
Source:
Minneapolis: University of Minnesota, Center for Early Education and Development [Primary source]
Note:
This instrument is available from the University of Minnesota, Get It! Got It! Go! Web site: http://ggg.umn.edu
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Individual Growth and Development Indicator: Picture Naming
Preschoolers with disabilities: Characteristics, services, and results: Wave 1 overview from the Pre-Elementary Education Longitudinal Study (PEELS)
Individual Growth and Development Indicator: Rhyming
Individual Growth and Development Indicator: Segment Blending
Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-04 to 2004-05: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)
Access to the general education curriculum for preschoolers with disabilities: Children?s school success
Early literacy development: Skill growth and relations between classroom variables for preschool children
Project Early Kindergarten-Early Reading First: Evaluation report on the second year of a Saint Paul Public Schools initiative
Applying a response-to-intervention model for early literacy development in low-income children
The acquisition of literacy skills in 4 and 5 year olds
An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers' early literacy development
Effects of an early literacy professional development intervention on Head Start teachers and children
Evaluation findings from Georgia's 2010 pre-k summer transition program
Project Early Kindergarten-Early Reading First: Final evaluation report on a Saint Paul Public Schools initiative
Sixty minutes of physical activity per day included within preschool academic lessons improves early literacy
Project Early Kindergarten evaluation: Results through 2010-11 of a Saint Paul Public Schools initiative
Project Early Kindergarten evaluation: Results of a longitudinal study of a Saint Paul Public Schools initiative, 2005-06 through 2011-12
Early literacy individual growth and development indicators (EL-IGDIs): Growth trajectories using a large, internet-based sample
An evaluation of two emergent literacy screening tools for preschool children
Assessment of early developing phonological awareness skills: A comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening-Prek
Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf
Early intervention for emergent literacy development in a collaborative community pre-kindergarten
Development of a Tier 3 curriculum to teach early literacy skills
Integrating physical activity into preschool classroom academic lessons promotes daily physical activity and improves literacy
Beating the odds: A longitudinal investigation of low-income dual-language and monolingual children's English language and literacy performance
Evaluation findings from Georgia's 2011 pre-k summer transition program
Monitoring the development of literacy skills in preschool children
Evaluation findings from Georgia's 2012 pre-k summer transition program
Using physical activity to teach academic content: A study of the effects on literacy in Head Start preschoolers
Improving preschool literacy skills using physical activity
Evaluation findings from Georgia's 2013 Rising Kindergarten and Rising Pre-Kindergarten Summer Transition Programs
Efficiency in assessing emergent literacy skills in students attending Head Start
Morning or afternoon: Does it make a difference in early childhood programs?
Preschool and kindergarten impacts of the Midwest expansion of the Child–Parent Centers in the Saint Paul Public Schools
Human Capital Research Collaborative report: Indicators of early childhood program quality and achievement outcomes
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