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DIBELS Presentation 222

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Jessica Wall

on 9 May 2011

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Transcript of DIBELS Presentation 222

Introduction Literature Review Reflection How its used Explanation How it works Results Dynamic Indicator of Basic Early Literacy Skills -"DIBELS has been fantastic. It has been the most powerful tool for changing student outcomes that I have ever encountered," said by Stephanie Stollar, an educational consultant with the Southwest Ohio Special Education Regional Resource Center.

-"It's bad for teachers because it requires them to teach and judge students based on criteria that are "not consistent with our best knowledge about the nature of reading development," including whether students understand what they read," says P. David Pearson, dean of the Graduate School of Education at the University of California at Berkeley Monitors development of early reading and literacy skills

Indicates students future development Short, one minute measurements

Addresses 3 of the 5 "Big Ideas" -Phonological Awareness

-Alphabetic Principle

-Fluency with Connected Text Measure those skills that are related to reading outcomes

Guages literacy development Measurements ISF Initial Sound Fluency Assesses a child's ability to recognize and produce the initial sound in an orally presented word

This measurment is given 3 times a year in Kindergarten. PSF Phoneme Segmentation Fluency Assesses a student's ability to segment three and four-phoneme words into their individual phonemes fluently

This measurment is given 3 times a year from Kindergarten through 1st Grade NWF Nonsense Word Fluency Assesses alphabetic principle - including letter-sound correspondence in which letters represent their most common sounds and of the ability to blend letters into words in which letters represent their most common sounds Second Grade Provides a measure of risk

Measurment is taken 3 times again from Kindergarten through 1st Grade LNF Letter Naming Fluency First Grade 1st Grade
ORF/RTF Oral Reading Fluency/Retell Fluency Assesses accuracy and fluency with connected text.

Measurement is given 3 times a year from 1st-6th grade WUF Word Use Fluency Assesses vocabulary and oral language

Intended for students Kindergarten through third Grade

Test is auditory so student does not have materials Activity Time!
Move into your learning communities
Appoint specific participants to specific jobs

Administer a DIBELS measurment
Reflect and Discuss -Facilitator
-Timer DIBELS tests are basically one-minute benchmark assessments that teachers, reading specialists and other examiners in schools give one-on-one to students at the beginning, middle and end of the school year. History What it assesses Indicators -Developed by Deno
-Research in Minnesota and Oregon 1970-1980's
-Wanted to improve educational outcomes -Literacy development and progress over the year through one-minute assessments
-Assesses five core components
-Predicts reading proficiency DIBELS are only INDICATORS of literacy development DIBELS measures, by design, are indicators of each of the Basic Early Literacy Skills. For example, DIBELS do not measure all possible phonemic awareness skills such as rhyming, alliteration, blending, and segmenting. Instead, the DIBELS measure of phonemic awareness, Phoneme Segmentation Fluency, is designed to be an indicator of a student’s progress toward the long-term phonemic awareness outcome of segmenting words. The notion of DIBELS as indicators is a critical one. It is this feature of DIBELS that distinguishes it from other assessments and puts it in a class of assessments known as General Outcome Measures Positives Negatives "Students read half as quickly while reading authentic literature as compared to ORF assessments" (Shelton). “Readers with the highest Oral Reading Fluency, or ORF scores are by no means the faster, more accurate readers of literature. Conversely, the students with the lowest ORF scores are not necessarily the slower, less accurate readers of the literature” (Shelton). In a study of an Elementary School conducted by Rankie Shelton, using RTF scores were optional and were not used to make instructional placement decisions. DIBELS guidelines calls for a comparison of the DORF and RTF scores of the students to validate and give value to the DORF scores. Therefore, RTF and DORF are recomended to be used in a ration Helps pinpoint students who need extra help
or are falling behind. Offers differentiated instruction to students who may be at risk

"In DIBELS Nonsense Word Fluency, for
example, children are asked to read aloud
many “words” like foj and suv. Some teachers
have reported that their students get
low scores on this subtest because they take
a long time trying to figure out what each
“word” means" (Kimii). "[Educators] doubt the value of DIBELS Letter Naming Fluency because they know that being able to name letters is not the
same thing as being able to read" (Kimii).
"However, when working with the readers to understand their retelling, or comprehension ability, the students who read faster were not necessarily the better comprehenders. Thus, grouping them together as like readers prevents the teacher from individualizing instruction to meet students’ varied needs" (Shelton). "Teachers at every school meet at least once a month, by grade level, to analyze DIBELS and other data, adjust instructional groupings, and decide what to do next to support individual children. Teachers monitor children's progress using DIBELS subtests as often as once a week, or at least once every six weeks, depending on whether youngsters perform at the "intensive" (high risk), "strategic" (some risk), or "benchmark" (low risk) level on the assessments" (Olson). "Ms. Newton, who's been teaching for 17 years, is a passionate defender of the approach, based on her own experiences. 'When I taught 6th grade, I always had that lower reading group, and it just tore me up,' she said, 'because they couldn't read the text books, and I didn't know how to fix it.' I think this,' she added, pointing to the data-covered walls of her office, 'will catch some of those kids' (Olson). "As for Nonsense Word Fluency (NWF), it
was found to be related in kindergarten to
ability to write words and to read
them" (Olson).
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