Dr. McGrail’s research is centered on using multiple modalities in science assessment. Specifically, her work looks at how young children’s science concept development is instantiated in the non-verbal modalities of design artifacts, drawings, and gestures. One of the ideals of her research is non-verbal modalities, essential to more equitable assessment of children’s learning in science because they do not privilege dominant language, thereby affording more students access to success. Other research interests include integrating science and engineering design in early elementary grades, incorporating the nature of science into science curricula through read-alouds, as well as looking at STEM identities and sense-of-belonging in STEM.