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LINES FROM THE LITERACY LOFT |
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DIBELS Reading Assessment What is DIBELS and how does it help improve instruction for your child? DIBELS stands for Dynamic Indicators of Basic Literary Skills. Using DIBELS helps teachers identify students who might be at risk for reading difficulty. This assessment is also used to monitor reading progress of all students at Hueytown Elementary, kindergarten* through fifth grade, to determine when changes in instruction or support are needed. DIBELS is one form of assessment that we use at Hueytown Elementary to drive our instruction. What is Reading Fluency and Why Is It Important? Successful reading requires readers to process connected text and comprehend it. Reading fluency is the reader's ability to appropriately read text in order and understand textual meaning. There are features of fluency that lead to improved comprehension. They include:
What Can Parents Do To Assist in Reading Fluency? Research indicates that readers become more fluent when they are given ample opportunities to practice their reading. Reading and rereading texts that are at a students' independent reading level are appropriate for building fluency. Put Reading First (2001) states that having students read a text four times is sufficient to improve fluency. Techniques that parents/guardians can use to promote reading fluency include: (These activities are motivating for students because they can actually see that with practice, they can improve their fluency!) #1 READ DAILY: It is important that your child read daily. Fluency takes practice, practice, practice.. Stay with the same passage or story until your child is reading it fluently or smoothly before moving on to another one. Keep the practiced passages to reread from time to time as warm ups before introducing new passages and/or to increase confidence in your reader. Remember that fluency is increased with practice and time. Also encourage your reader to increase his/her rate in reading. Practice with a timer on the microwave or an egg timer to show them that the more times they read a passage the faster they reading rate should become. (NOT speed reading!) ASSISTED READING PRACTICE: The child reads aloud while an adult follows along silently. If the child makes an error, the adult gives immediate corrective feedback to him/her. Encourage your child to "do your best reading." If the child misreads or hesitates on a word longer than five seconds, tell him/her the word. Have the child repeat the word correctly and then continue reading. LISTENING PASSAGE PREVIEW: The child follows along silently as the parent read a passage aloud. Then the student read the same passage aloud receiving corrections as listed above as needed. Passages previewed should be no longer than two minutes in length for the adult reader. With younger students, parents should use their finger to track words to assist the child in keeping up reading rate. PAIRED READING: The child and parent take turns reading pages in the book. Parents assist children with word corrections as needed. REPEATED READING: The child reads a passage silently at first, then aloud to a parent and receives corrective feedback with reading errors. Passages should be no longer than 100 words in length (children's magazine articles are great for this as long as they are the appropriate reading level for the child). The child should read the passage twice silently and then twice aloud or until there are no errors. Remember that fluency rates are based on the number of correct words read per minute. If your child begins making numerous errors while reading aloud, please stop and have him/her read an easier passage. If your child appears to be reading fast but with no understanding, please stop and begin the passage again reminding him/her to read for meaning. *Kindergarten, **First and ***Second Grade Subtest DIBELS Measures are explained below. *Initial Sound Fluency (ISF) assesses a child's ability to recognize and produce the initial or beginning sound in an orally presented word. The teacher shows four pictures to a child, names each picture, and then asks the child to identify the picture that begins with the sound produced orally by the teacher. For example, the teacher might say, "This is sink, cat, gloves, and hat. Which picture begins with /s/?" and the student points to the correct picture. The child is also asked to orally produce the beginning sound for an orally presented word that matches one of the given pictures. For example, the teacher might say, "What sound does 'hat' begin with?" and the student's correct response would be "/h/". The teacher calculates the amount of time taken to identify/produce the correct sounds and converts the score into the number of onsets (beginnning sounds) correct in a minute. In * **Letter Naming Fluency (LNF) students are presented with a page of upper- and lower-case letters arranged in a random order and are asked to name as many letters as they can. Students are told that if they do not know a letter they will be told the letter. The * **Phoneme Segmentation Fluency (PSF) measure assesses a student's ability to segment three- and four-phoneme words into their individual phonemes fluently. The PSF measure has been found to be a good predictor of later reading achievement. The PSF task is administered by the teacher orally presenting words of three to four phonemes. It requires the student to produce verbally the individual phonemes for each word. For example, the teacher says, "sat," and the students says, "/s/ /a/ /t/" to receive three possible points for the word. After the student responds, the teacher presents the next word, and the number of correct phonemes produced in one minute determines the final score. * ** ***Nonsense Word Fluency (NWF) assesses the alphabetic principle -- including letter-sound correspondence and the ability to blend letters into words in which letters represent their most common sounds. The student is presented an 8.5" x 11" sheet of paper with randomly ordered VC and CVC nonsense words (e.g., sig, rav, ov) and asked to produce verbally the individual letter sound of each letter or verbally produce, or read, the whole nonsense word. For example, if the stimulus word is "vaj" the student could say /v/ /a/ /j/ or say the word /vaj/ to obtain a total of three letter-sounds correct. Because the measure is fluency based, students receive a higher score if they recode (blend the sounds together as a word) and receive a lower score if they are providing letter sounds in isolation. First - Fifth Grade Oral Reading Fluency Measure is explained below: In Oral Reading Fluency (ORF) a student is asked to read aloud a passage of connected text. They are told that if they get "stuck" on a word, they will be told the word so that they can continue reading. After reading aloud for one minute, they may be asked to tell about what they read for an oral retelling. Miscues (mistakes) are marked and coded as the child reads aloud and subtracted from the number of words read at the end of the minute. For the retelling, the passage is removed and the student is asked to tell all that they remember about what they just read. They are allowed a minute to retell all that they can remember from the passage and the total number of correct words retold from the passage are calculated in the retelling section of the test. From ORF data, a teacher can gather lots of information about reading miscue analysis about a student. For example, does the student self-correct mistakes, leave out or skip words, substitute words, read for meaning or simply "word call", know or not know basic sight words, know word attack skills for unfamiliar words, read with appropriate phrasing, attend to punctuation, use prosody and expression when reading aloud, and other features of fluency. During retelling, teachers can determine a student's comprehension level. DIBELS is one form of data assessment that we use at Hueytown to drive our instruction. DIBELS Benchmark Goals and Indicators of Risk Three Assessment Periods Per Year Kindergarten DIBELS Measure Beginning of Year Middle of Year End of Year Scores Status Scores Status Scores Status Initial Sound Fluency < 4 at risk <10 deficit not assessed 4 < 8 some risk 10 < 25 emerging at this time 8 + low risk 25 + established Letter Naming Fluency < 2 at risk < 15 at risk < 29 at risk 2 < 8 some risk 15 < 27 some risk 29 < 40 some risk 8 + low risk 27 + low risk 40 + low risk Phoneme Segmentation not assessed < 7 at risk < 10 deficit Fluency at this time 7 < 18 some risk 10 < 35 emerging 18 + low risk 35 + established Nonsense Word Fluency not assessed < 5 at risk < 15 at risk at this time 5 < 13 some risk 15 < 25 some risk 13 + low risk 25 + low risk
First Grade DIBELS Measure Beginning of Year Middle of Year End of Year Scores Status Scores Status Scores Status Letter Naming Fluency < 25 at risk not assessed not assessed 25 < 37 some risk at this time at this time 37 + low risk Phoneme Segmentation < 10 deficit < 10 deficit < 10 deficit Fluency 10 < 35 emerging 10 < 35 emerging 10 < 35 emerging 35 + established 35 + established 35 + established Nonsense Word Fluency < 13 at risk < 30 at risk < 30 deficit 13 < 24 some risk 30 < 50 some risk 30 < 50 some risk 24 + low risk 50 + low risk 50 + low risk Oral Reading Fluency not assessed < 8 at risk < 20 at risk at this time 8 < 20 some risk 20 < 40 some risk 20 + low risk 40 + low risk Second Grade DIBELS Measure Beginnning of Year Middle of Year End of Year Scores Status Scores Status Scores Status Nonsense Word Fluency < 30 deficit not assessed not assessed 30 < 50 emerging at this time at this time 50 + established Oral Reading Fluency < 26 at risk < 51 at risk < 70 at risk 26 < 44 some risk 52 < 68 some risk 70 < 90 some risk 44 + low risk 68 + low risk 90 + low risk
Third Grade DIBELS Measure Beginning of Year Middle of Year End of Year Oral Reading Fluency Scores Status Scores Status Scores Status < 53 at risk < 67 at risk < 80 at risk 53 < 77 some risk 67 < 92 some risk 80 < 110 some risk 77 + low risk 92 + low risk 110 + low risk
Fourth Grade DIBELS Measure Beginning of Year Middle of Year End of Year Oral Reading Fluency Scores Status Scores Status Scores Status < 71 at risk < 83 at risk < 96 at risk 71 < 93 some risk 83 <105 some risk 96 < 118 some risk 93 + low risk 105 + low risk 118 + low risk
Fifth Grade DIBELS Measure Beginning of Year Middle of Year End of Year Oral Reading Fluency Scores Status Scores Status Scores Status < 81 at risk < 94 at risk < 103 at risk 81 < 104 some risk 94 < 115 some risk 103 < 124 some risk 104 + low risk 115 + low risk 124 + low risk | ||
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