Alisha Wackerle-Hollman
Associated IES Content
Single-Session Panels FY2024
FY2024 Single-Session Peer Review Panel
FY2023
FY2023 Early Intervention and Early Childhood Education Peer Review Panel
FY2022
FY2022 Early Intervention and Early Childhood Education Peer Review Panel
FY2021
FY2021 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Individual Growth and Development Indicators for Hmong Preschoolers: High-Quality Screening Tools for Diverse Learners
Research on language and literacy has provided information on English development, domain specific skills, and the trajectory of early literacy and language skills. However, little attention has been focused on low incidence populations, including ethnically and linguistically diverse students. Hmong Americans, one subgroup of Asian Americans, represent one of the most underserved cultural communities in the US. Hmong Americans represent an important Asian sub-group that may experience a neg...
Federal funding program:
Award number:
R305A210097
Grant
Computer Adaptive Storybook Assessment (CASA)
The purpose of this project is to develop a new tablet-based measure in English and Spanish, Computer-Adaptive Storybook Assessment (CASA), to monitor language and literacy progress in preschoolers with disabilities or at risk for later language difficulties. Language and early literacy development are key hallmarks for later academic and social success. Studies demonstrate a relationship between language and early literacy performance during preschool across three domains (oral language, ph...
Federal funding program:
Award number:
R324A210088
FY2020
FY2020 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Individual Growth and Development Indicators: Automated Performance Evaluation of Early Language and Literacy in Español: IGDI-APEL Español
The purpose of this project is to expand the Individual Growth and Development Indicators (IGDI) suite of psychometrically robust measures for Spanish-speaking dual language learners (DLLs) by developing and validating measures for 3-year-olds. In order to support educators in making databased decisions that will lead to improvements in student outcomes, these measures will be designed to be sensitive to the practical demands of conducting assessment in community early education settings by ...
Federal funding program:
Award number:
R305A200090
Grant
Video- and App-Based Naturalistic Language Instruction (VALI) for Spanish-Speaking Caregivers to Support Bilingual Language Development in Children With or At Risk for Language Delays
The Principal Investigator (PI) will conduct a program of research for improving outcomes among young dual language learners (DLLs) with language delays, while participating in mentoring and training activities to develop knowledge and skills related to this population, methods for developing and evaluating interventions, and writing and dissemination. Early language skills are critical for later reading and school achievement, yet little is known about effective language interventions for y...
Federal funding program:
Award number:
R324B200038
FY2019
FY2019 Early Intervention and Early Childhood Education Peer Review Panel
FY2018
FY2018 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Addressing the Growing Diversity of Preschool Populations through Low Incidence Language Barriers: Hmong Language Development to Improve Assessment Approaches
In an age of growing early childhood accountability, research has focused on improving instruction, measurement, curricula, and professional development in early childhood education settings for most teachers and the children they serve. However, within these advances, little attention has focused on low incidence populations, including ethnically and linguistically diverse students. Current data from St. Paul Public Schools indicate that preschool Hmong students are significantly more at ri...
Federal funding program:
Award number:
R305H170073
Grant
Expanding Early Language and Literacy Spanish Individual Growth and Development Indicators to Monitor Progress: PM-S-IGDIs
The purpose of this project is develop a preschool early language and literacy progress monitoring tool in Spanish, Progress Monitoring-Spanish-Individual Growth and Development Indicators (PM-S-IGDIs), to complement a progress monitoring tool in English (PM-IGDIs) that will be developed with funding from IES. The development of a Spanish progress monitoring tool will allow for frequent assessment of the phonological awareness, oral language, and alphabet knowledge of 4- 5- year old Spanish-...
Federal funding program:
Award number:
R305A160077
Grant
Making Progress with Progress Monitoring: Developing Early Literacy and Language Individual and Growth Development Indicators as Progress Monitoring Tools
The purpose of this project is to develop a progress monitoring tool that can be used to assess young children's language and literacy skills and identify children in need of intervention. The research team will develop and validate the Progress Monitoring Individual Growth and Development Indicators (PM-IGDIs), which will assess phonological awareness, oral language, alphabet knowledge and comprehension for 4- and 5-year-old children. The PM-IGDIs will build on and use items from existing ...
Federal funding program:
Award number:
R305A160080
Grant
Expanding Individual Growth and Development Indicators of Language and Early Literacy for Universal Screening in Multi-Tiered Systems of Support with Three-Year-Olds
The purpose of this project is to develop an extension of an existing measurement system, Individual Growth and Development Indicators (IGDIs), to assess the language and literacy development of three year old children and screen children for supplemental intervention in oral language, phonological awareness, and alphabet knowledge/concepts of print. IGDIs are general outcome measures of early development that have been used for screening and progress monitoring in a Response to Intervention...
Federal funding program:
Award number:
R305A160034
Contract
Engaging Spanish-English Preschool Teachers to Make Data-Based Decisions in Authentic Settings
This project team will develop and test a prototype app of a screening assessment for children who are Spanish-English Dual Language Learners (SE-DLL) in early education. The prototype will provide formative assessment reports to teachers to guide their decision-making, and will include a series of videos to increase knowledge on core competencies of supporting SE-DLL children.
Federal funding program:
Contract number:
EDIES16C0003
Grant
Individual Growth and Development Indicators: Automated Applications for Performance Evaluation of Early Literary (IGDI-APEL)
The purpose of this project is to develop a tablet-based application (app) that provides a comprehensive early literacy Response-to-Intervention (RTI) experience for children and supporting material for their educators. Based on already existing paper-and-pencil materials that include assessments for screening and identification (Individual Growth and Development Indicators, or IGDI), this technology-based app will also allow for the real-time collection and analysis of student data, result...
Federal funding program:
Award number:
R305A140065
Grant
Research and Development of Spanish Individual Growth and Development Indicators (S-IGDIs): Early Literacy Identification Measures for Spanish-English Bilingual Children
The need to understand and prevent low academic achievement in the growing student population of English language learners is one the greatest challenges facing educators today. Existing research provides limited information regarding how trajectories of early literacy and language development in Spanish-English bilingual children predict later literacy achievement. In addition, early childhood programs that seek to promote children's later literacy performance have few tools available to he...
Federal funding program:
Award number:
R305A120449
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