Results indicated that students in the treatment schools early literacy skills significantly improved compared to students in control schools on both the DIBELS
Phonemic Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) measures.
The question is: Who does DIBELS
(rhymes with dribbles) belong to now?
For the DIBELS
ORF subtest, predicted values after 130 weeks of instruction indicate that a student with an IQ of 75 in the intervention and contrast groups would score 121.
Three dependent measures were used to calculate phonological awareness and beginning reading skills: (a) DIBELS
PSF and (b) Nonsense Word Fluency (NWF) tasks, and (c) Oral Reading Fluency (ORF).
Reading articles on DIBELS
was closely tied to the pre-service teachers' concerns or interests as they were very likely to use the assessment in their future classrooms.
Two studies (Gunn, Biglan, Smolkowski, & Ary, 2000; Kamps, et al, 2008;) used DIBELS
measures to examine growth in reading achievement, and both found that students exposed to DI had significantly greater growth than those using other curricula.
is an assessment tool that allows teachers to determine if a participant is demonstrating the appropriate level of pre-reading and reading skills for his or her grade level and age.
Schools are required to teach phonics and phonemic awareness systematically and explicitly and to use the DIBELS
(Dynamic Indicators of Basic Early Literacy Skills) to monitor students at least monthly and adjust instruction as needed.
The students began using the program in October 2006 after they took the fall DIBELS
assessment, a nationally recognized set of standardized, individually administered measures of early literacy development.
According to their research, DIBELS
assessment helps teachers assign children to small instructional groups according to their needs.
The 2009-10 evaluation activities included fall, winter and spring literacy assessments using the DIBELS
(Dynamic Indicator of Early Literacy Skills) tests of reading skill development, two rounds of classroom observations, parent and classroom teacher surveys, SSL staff interviews, as well as analysis of program data, parent participation, and planning documents.
These graduate students had been previously trained in DIBELS
and Maze administration and scoring by the primary researcher in required Program coursework on academic assessment.