| Table ES-2. CLIO Outcome Measures |
|---|
| Outcome | Data collection instrument | Mode of data collection | Domain | ||
|---|---|---|---|---|---|
| CHILD | 1 | Expressive language: English | Individual Growth and Development Indicator (IGDI) |
Child assessment | Emergent literacy |
| 2 | Expressive language: Spanish | ||||
| 3 | Receptive vocabulary | Peabody Picture Vocabulary Test (PPVT) |
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| 4 | Phonological awareness: Elision | Comprehensive Test of Phonological and Print Processing (Preschool- CTOPPP) |
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| 5 | Phonological awareness: Blending | ||||
| 6 | Print knowledge | ||||
| 7 | Syntax and grammar | Test of Language Development (TOLD-3) |
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| 8 | Social competence | Teacher rating form | Teacher rating | Socio- emotional development |
|
| PARENT | 9 | Parent interactive reading skill | Read Aloud Together Profile & Parent Interview |
Video observation, parent report |
Parenting skills |
| 10 | Parent responsiveness | ||||
| 11 | Reading & vocabulary skill | Parent assessment battery |
Parent assessment | Parent language & literacy |
|
| INSTRUCTIONAL | 12 | Support for oral language development |
Observation Measures of Language and Literacy Instruction (OMLIT) and Parenting Education and Child/Parent Observation (PECAP) |
Classroom observation |
Preschool classroom instruction |
| 13 | Support for print knowledge | ||||
| 14 | PSupport for phonological awareness |
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| 15 | Support for print motivation | ||||
| 16 | Literacy resources in classroom | ||||
| 17 | Parenting education time spent on child literacy |
Parenting classroom instruction |
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| 18 | Parenting education time spent on parenting skills |
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| 19 | Parent-child time spent interacting on child literacy activities |
Parent-child classroom instruction |
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| 20 | Child: Monthly hours of preschool instruction received |
Instructional Services Participation Form (ISPF) |
Project report | Participation amount |
|
| 21 | Parent: Monthly hours of parenting and parent-child instruction received |
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| Note: Shaded areas identify instructional components that were provided by the CLIO curriculum developers. | |||||