SUN PRAIRIE, Wis. (June 29, 2020) – Ventris Learning, LLC reached agreement with the Florida State University Research Foundation, Inc. to become the exclusive publisher of Monster, P.I., a new computer-adaptive, gamified assessment of written language (syntax, morphology, and vocabulary) for teachers and researchers.

Researchers at Vanderbilt University developed the assessment during a four year study, working with more than 3,000 students grades 5-8. Monster, P.I. was found to provide valid, reliable, and detailed scores reporting how students perform relative to other students in their grade on four morphology skills along with their overall vocabulary and syntax knowledge. Performance on Monster, PI explained more than 50% of variance in standardized reading.

“The fact that language is foundational to literacy development made us think about creating an assessment that is quick, fun, and motivating, but also valid and reliable and that could inform teachers’ instruction”, said Principal Investigator Dr. Amanda Goodwin, Ph.D.

Other findings included the importance of assessing morphology and vocabulary in a detailed, multidimensional way, although syntax was found to be unidimensional. This is because Monster, P.I. can identify students’ performance on teachable skills that are instructionally relevant. Monster, P.I,’s computer-adaptive design allows students to take the subset of items that are at their ability level rather than taking all items, which means that the assessment can gather more valid and reliable data, and in just 20–40 minutes per administration. The app design enables students to work through Monster, P.I. offline.

“Monster, P.I. research is an important advance in the understanding of how language impacts literacy achievement for students age 5-8,” said Robert Meyer, Ventris president. “We consider Monster, P.I. a wonderful addition to our product line. Students enjoy playing the app, and the results inform individual and small group instruction”.

About Ventris Learning

Ventris Learning’s linguistically responsive supplemental teaching and assessment resources support teachers to better meet the instructional needs of students underserved in literacy. To learn more, visit

Robert Meyer