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DIBELS
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Why Early Literacy Assessment?
Children who are poor readers at the end of first grade rarely read
at grade level by the end of elementary school (Francis, Shaywitz, Stuebing, Shaywitz, and
Fletcher, 1996; Juel, 1988; Shaywitz et al., 1999; Torgesen and Burgess, 1998).
A wealth of scientifically based reading research demonstrates that
early identification of reading difficulties coupled with targeted instructional interventions
prevent reading failure (National Reading Panel, 2000). CPS strives to prevent reading failure by
implementing three essential practices that have been proven to improve literacy achievement:
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early literacy screening
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data-informed, differentiated instruction
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ongoing progress monitoring
(American Federation of Teachers 2004)
Why DIBELS? (Dynamic Indicators of Basic Early Literacy Skills)
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measures
early literacy skills reliably and validly
(Hintze, Ryan, Stoner 2003; Fuchs & Fuchs 1999; Barger 2003;
Speece, Mills, Ritchey & Hamilman 2003)
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provides
screening and progress-monitoring tools that generate formative
assessment data to inform instruction
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correlates
directly to the
Big Ideas of Beginning Reading
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facilitates
opportunities for early intervention prior to referral for special
education evaluation
Big Ideas of Beginning Reading
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phonemic awareness
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alphabetic principle
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fluency with text
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vocabulary
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comprehension
© 2002 – 2004 Institute for the Development of Educational Achievement
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How does technology enhance
DIBELS?
Powerful PDA technology combined with Internet-based administration
and reporting:
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combines
administration protocol, timing, and scoring
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decreases
administration time by 50%, as compared to the paper-pencil
method
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provides
immediate feedback for instant results
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outlines
goals and schedules for ongoing progress monitoring
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reports
results on a secure, password-protected Web site that allows teachers
to view, analyze, and manage data
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generates
parent reports
Resources
Link
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