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Preventing Reading Preventing Reading Difficulties with DIBELS Difficulties with DIBELS

AssessmentAssessment

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DIBELSDIBELShttp://dibels.uoregon.eduhttp://dibels.uoregon.edu

DynamicDynamic Indicators ofIndicators of BasicBasic Early Early LiteracyLiteracy SkillsSkills

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What is DIBELSWhat is DIBELS

DIBELS is a set of standardized, individually DIBELS is a set of standardized, individually administered measures of early literacy administered measures of early literacy development. They are designed to be development. They are designed to be short (one minute) fluency measures used short (one minute) fluency measures used to regularly monitor the development of pre-to regularly monitor the development of pre-reading and early reading skills.reading and early reading skills.

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Results of DIBLESResults of DIBLES

Benchmark – Low risk for reading failureBenchmark – Low risk for reading failure Strategic – Some risk for reading failureStrategic – Some risk for reading failure Intensive – High risk of reading failureIntensive – High risk of reading failure

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Purposes of DIBELSPurposes of DIBELS Prevent Reading FailurePrevent Reading Failure AccountabilityAccountability Core Reading Program EvaluationCore Reading Program Evaluation Progress MonitoringProgress Monitoring Data-Based Decision MakingData-Based Decision Making

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Key Features of DIBELSKey Features of DIBELS

Developed by Dr. Roland GoodDeveloped by Dr. Roland Good Research-BasedResearch-Based Efficient and Low Cost IndicatorsEfficient and Low Cost Indicators Measurement of Automaticity and FluencyMeasurement of Automaticity and Fluency Progress MonitoringProgress Monitoring Assessment Linked to InstructionAssessment Linked to Instruction Focus on End of First Grade Fluency - Focus on End of First Grade Fluency -

Prevention of Reading FailurePrevention of Reading Failure

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Beginning Reading Core Beginning Reading Core ComponentsComponents

#1#1. . Phonemic Awareness:Phonemic Awareness: The ability to hear and The ability to hear and manipulate sound in words.manipulate sound in words.

#2. Phonics:#2. Phonics: The ability to associate sounds with letters The ability to associate sounds with letters and use these sounds to read words.and use these sounds to read words.

#3. Fluency :#3. Fluency : The effortless, automatic ability to read words The effortless, automatic ability to read words in isolation (orthographic reading) and connected text.in isolation (orthographic reading) and connected text.

#4. Vocabulary Development:#4. Vocabulary Development: The ability to understand The ability to understand (receptive) and use (expressive) words to acquire and (receptive) and use (expressive) words to acquire and convey meaning.convey meaning.

#5. Reading Comprehension: #5. Reading Comprehension: The complex cognitive The complex cognitive process involving the intentional interaction between process involving the intentional interaction between reader and text to extract meaning.reader and text to extract meaning.

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Relationship Between DIBELS and the Five Relationship Between DIBELS and the Five Essential Components of ReadingEssential Components of Reading

Core Component of LiteracyCore Component of Literacy

Phonological AwarenessPhonological Awareness

Alphabetic PrincipleAlphabetic Principle

Accuracy and Fluency with Accuracy and Fluency with Connected TextConnected Text

Reading ComprehensionReading Comprehension

VocabularyVocabulary

Risk Indicator that acquisition of Risk Indicator that acquisition of crucial skills may be difficultcrucial skills may be difficult

DIBELS MeasureDIBELS Measure

Initial Sound FluencyInitial Sound Fluency

Phoneme Segmentation Phoneme Segmentation FluencyFluency

Nonsense Word FluencyNonsense Word Fluency

Oral Reading Fluency (3Oral Reading Fluency (3rdrd Grade Screening)Grade Screening)

Retell Fluency (not required for Retell Fluency (not required for Reading FirstReading First

Word Use Fluency (not required Word Use Fluency (not required for Reading First)for Reading First)

Letter Naming FluencyLetter Naming Fluency

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Why use DIBELS?Why use DIBELS?

Research shows that DIBELS is a reliable Research shows that DIBELS is a reliable predictor to show if a child will succeed or predictor to show if a child will succeed or fail in reading.fail in reading.

QuickQuick Easy for teachers to useEasy for teachers to use Can be done frequentlyCan be done frequently ReliableReliable

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STATING THE FACTS…STATING THE FACTS…Which students are poor readers at the end Which students are poor readers at the end of second year primary (1st grade)?of second year primary (1st grade)?

Poor readers at the end of second year primary Poor readers at the end of second year primary (1st grade) are at very significant risk for long (1st grade) are at very significant risk for long term academic difficulty.term academic difficulty.

Poor readers at the end of second year primary Poor readers at the end of second year primary (1st grade) are likely to require (1st grade) are likely to require intensive intensive instructional supportinstructional support to reach end of primary (3rd to reach end of primary (3rd grade) reading outcomes.grade) reading outcomes.

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How do I use DIBLES How do I use DIBLES in my schoolin my school

It is used to assess Kindergarten thru Third It is used to assess Kindergarten thru Third gradegrade

It is recommended to assess students at the It is recommended to assess students at the beginning, middle, and end of the yearbeginning, middle, and end of the year

It is used to progress monitor throughout the It is used to progress monitor throughout the yearyear

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Nonsense WordFluency

Phoneme SegmentationFluency

Oral ReadingFluency

InitialSound Fluency

Reading Difficulty and Failure

Reading and

Literacy

DIBELS Steppingstones to DIBELS Steppingstones to LiteracyLiteracy