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Understanding DIBELS Next. Addressing Questions About Your Student’s Testing. What is DIBELS Next?. DIBELS stands for “ D ynamic I ndicators of B asic E arly L iteracy S kills”.
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Understanding DIBELS Next Addressing Questions About Your Student’s Testing
What is DIBELS Next? • DIBELS stands for “Dynamic Indicators of Basic Early Literacy Skills”. • DIBELS Next has retained the best of DIBELS, but has been updated to increase ease of use and accuracy of results. • The testing is standardized and individualized. • The tests are given in short, 1-minute fluency measures to monitor the development of early reading skills.
Why Use DIBELS Next? • DIBELS is one-on-one. • DIBELS helps provide individualized instruction. • DIBELS is growth centered.
Why Use DIBELS Next? • The assessments target areas of intervention. • They provide information on improvement. • Scores are easy to understand.
Assessments • Benchmark assessments are given to students individually three times a year. • Students take assessments in a private setting with an assessor.
Assessments • Students in Kindergarten take the following: • First Sound Fluency (FSF) • Letter Naming Fluency (LNF) • Phonemic Segmentation Fluency (PSF) • Nonsense Word Fluency (NWF) *Please see benchmark slides at end of presentation for assessment testing periods.
Assessments • Students in first grade take the following: • Letter Naming Fluency (LNF) • Phonemic Segmentation Fluency (PSF) • Nonsense Word Fluency (NWF) • Oral Reading Fluency (ORF) • Retell Fluency (RTF) *Please see benchmark slides at end of presentation for assessment testing periods.
Assessments • Students in second grade take the following: • Nonsense Word Fluency (NWF) • Oral Reading Fluency (ORF) • Retell Fluency (RTF) *Please see benchmark slides at end of presentation for assessment testing periods.
Assessments • Students in third through sixth grades take the following: • Oral Reading Fluency (ORF) • Retell Fluency (RTF) *Please see benchmark slides at end of presentation for assessment testing periods.
First Sound Fluency (FSF) • Student is told a word and asked to identify the first sound in the word. • Example: Man = m • Partial credit is given if first two sounds are given. • Example: Man=ma
Letter-Naming Fluency(LNF) • Student is given a page of uppercase/lowercase letters and asked to identify the letters. • Student is told letter they don’t know. • Scores for this test are not listed individually, but are used with other test scores to figure the Dibels composite score.
Letter-Naming Fluency(LNF) • Student is given one minute to name as many letters as possible.
Phoneme Segmentation Fluency (PSF) • PSF assessments track a child’s ability to recognize phonemes, or sounds of a word. • Ability to recognize letter sounds has been found to be a good predictor of later reading achievement.
Phoneme Segmentation Fluency (PSF) • Student is read a list of words one at a time, and asked to tell the sounds heard in a word. • Ex: cat = /c/ /a/ /t/ (3 sounds)
PSF continued • Student receives 1 point for each correct sound that is identified 1 minute. • Student is told unknown sounds. • Phonemic awareness is essential in developing later reading skills.
Nonsense Word Fluency(NWF) • Individually administered in 1 minute. • Student presented with random nonsense words (ex: tid, bos) and asked to read each word by producing each letter sound. This produces the “correct letter sounds”(CLS) score. • Student is also asked to read the whole words. This gives the “whole words read” (WWR) score.
Why is it important to read a nonsense word? • Demonstrates two skills essential to reading: • Alphabetic Principle: Each letter(s) represent one sound. • Phonological Recoding: Ability to put sounds together fluently.
NWF Procedure • Student is given a sheet of nonsense words. • Student is given one minute to read as many as possible while examiner records. • Student is given points for each correct sound in the word. • Student will score higher if reading as opposed to sounding out words.
DIBELS Oral Reading Fluency (DORF) • Measures a student’s ability to translate letters to sounds fluently. • Can help provide proper reading material.
DORF Procedures • Student is given a grade-level passage to read.
DORF Procedures • Student is given directions to read as best they can. • If student is stuck on a word, they are told what it is. • Omitted words, substitutions, or words taking longer than three seconds are counted errors. • The number of words correct in 1 minute is the oral reading rate. • Test is given three times, with the median as final score.
DORF Procedures Cont. • The DORF score indicates the number of words read per minute. • The DORF Accuracy score indicates the number of words read correctly in one minute.
Retell Fluency • After reading a passage, student is asked to retell the passage in their own words. • This takes the emphasis off of speed reading. • The number of words they say in 1 minute is their score. • Students are also scored on quality of response.
DIBELS Composite Score • The DIBELS composite score is a combination of multiple DIBELS scores and provides the best overall estimate of your student’s reading proficiency.
Reading Results • A record of DIBELS scores can be given upon request. • Gray lines indicate the benchmark of a skill for the time of year. • Dots show actual student results.
What can I do if my child isn’t at Benchmark? • DON’T PANIC!! Talk to your child’s grade-level teacher… they are always happy to help! • Read to your child OFTEN and have him or her read to you!
