What Are DIBELS Next?

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Transcript What Are DIBELS Next?

DIBELS Next

Dynamic Indicators of Basic Early Literacy Skills

DIBELS Next

DIBELS Next is based on new research conducted over 4 years on over 25,000 students in 90 schools throughout the United States.

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Changes - DIBELS Next

Measures First Sound Fluency (FSF) Modifications

• First Sound Fluency

replaces Initial Sound Fluency (ISF) as a measure of early phonemic awareness

• New directions and layout

Benefits

• No pictures, no guessing • Continuous timing • Increased reliability

Phoneme Segmentation Fluency (PSF)

• New arrangement of items

(test words)

• Checklist of common

response patterns

• Increased ease of

administering and scoring

• Increased consistency of

scores

• Enhanced intervention

planning

Letter Naming Fluency (LNF) Nonsense Word Fluency (NWF) Page 12

Changes - DIBELS Next

• New font • New directions and layout • New arrangement of items

(letters)

• Checklist of common

response patterns

• New font • New directions and layout • New arrangement of items

(nonsense words)

• Checklist of common

response patterns

• New score: Whole Words

Read (WWR)

• More student-friendly • Increased ease of

administering and scoring

• Increased consistency of

scores

• Enhanced intervention

planning

•More student friendly • Increased ease of

administering and scoring

• Increased consistency of

scores

• Enhanced intervention

planning

• Enhanced interpretation of

scores

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Changes - DIBELS Next

DIBELS Oral Reading Fluency (DORF) Daze

• New font • New directions and layout • All new reading passages • Checklist of common

response patterns

• More student-friendly •Increased ease of

administering and scoring

•More equivalent passages •Enhanced intervention

planning

• New scores: errors and retell • Enhanced interpretation •A new DIBELS maze measure

of reading comprehension for Grades 3-6, which can be group or individually administered

•Additional measure of

comprehension

• Provides additional

information for intermediate students

Agenda Day One



Welcome



Materials for Today



Multi-tiered Framework



What is DIBELS Next?



Protocol



Scoring and Recording

Today’s Objectives

         To introduce the multi-tiered framework To introduce DIBELS Next as a screening and progress monitoring assessment tool To become familiar with the administration and scoring procedures for all the DIBELS measures:

First Sound Fluency (FSF) Letter Naming Fluency (LNF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF)/Retell Fluency Daze

 OCR  IWT  RtI 2

Connecting to Our Work

Intensive Individualized Tutorial PM Small group More time PM Good First Instruction IWT PM

Tier 3 Tier 2 Tier 1

General Education

+ 3:1 PM 5:1 PM Core IWT Grade Level Differentiation PM

General Education Students with Disabilities Receiving Resource Support Tier 3 Tier 2 Tier 1 + 3:1 PM 5:1 PM Core IWT Grade Level Differentiation PM Resource Specialist Teacher

Special Education – Special Day Program

Tier 3 Tier 2 Tier 1 III + Core 3:1 PM 5:1 PM Grade Level Intensive Intervention Instruction PM

Introductory Activity What do you know about DIBELS?

Share with a partner. (Think, Pair, Share)

Share with the group.

What Are DIBELS Next?

ynamic

ndicators of

asic

arly

iteracy

kills DIBELS Next are brief fluency measures of critical early literacy skills used to:  Identify students at risk EARLY

 Evaluate effectiveness of instruction

Research and Development at the University of Oregon

DIBELS research is supported by:  Early Childhood Research Institute on Measuring Growth and Development   Institute for the Development of Educational Achievement University of Oregon, College of Education  Oregon Department of Education

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What is DIBELS Next?

DIBELS Next are brief, powerful indicators of foundational early literacy skills that:



Are quick and efficient to administer and score



Serve as universal screening (or benchmark assessment) and progress monitoring



Identify students in need of intervention support



Evaluate the effectiveness of interventions



Support the RtI/Multi-tiered model

Why Do We Need DIBELS?

  

Big problems to solve



20% - 70% of students have significant reading problems Expertise is required



For students with a deficit in phonological awareness in kindergarten, reading difficulty and reading failure are likely – unless skills are remediated early Time is critical



Students who fail to read fluently by the end of grade 3 have only minimal chance of ever achieving literacy competence.

DIBELS: Basic Rationale

Data from many thousands of students has shown that how children perform on certain “index” skills is very predictive of whether they will be reading on grade level by third grade.

In kindergarten, these areas of skill and knowledge are: phonemic awareness, letter knowledge, vocabulary

DIBELS: Basic Rationale

In 1 st grade, these areas of skill and knowledge are: phonemic awareness, phonemic decoding, vocabulary, reading fluency, comprehension strategies In 2 nd and 3 rd grade, these areas of skill and knowledge are: vocabulary, reading fluency, comprehension strategies

We Know That…

There are 5 Critical Components of effective early reading instruction:



Phonemic Awareness



Phonics



Fluency



Vocabulary



Comprehension Students must have systematic and explicit instruction.

DIBELS Next Measures



First Sound Fluency (FSF)



Letter Naming Fluency (LNF)



Phoneme Segmentation Fluency (PSF)



Nonsense Word Fluency (NWF)



DIBELS Oral Reading Fluency (DORF)



DAZE

Alignment of DIBELS Next Measures with Basic Early Literacy Skills

Basic Early Literacy Skills Phonemic Awareness Alphabetic Principle and Basic Phonics Advanced Phonics and Word Attack DIBELS Next Indicators First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency



Correct Letter Sounds (CLS)



Whole Word Reads (WWR) DIBELS Oral Reading Fluency (DORF)



Accuracy Accurate and Fluent Reading Connected Text Reading Comprehension Vocabulary and Language Skills DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Accuracy DAZE DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Retell Total/Quality of Response Word Use Fluency- Revised (available as an experimental measure from http://dibels.org

• • • • Benchmark Assessment (general screening) Given to all children, K-6 Given 3 times per year Measures a few skills that are powerful predictors of reading success, as identified by scientific research Will identify at risk students who are recommended for intervention and progress monitoring

Benchmark Student Booklet

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Forms of DIBELS Assessment Progress Monitoring Screening

     Given to at-risk students (based on Benchmark Screening) One target area at a time Can be out of grade level Consistent and given at equal time increments (Given every 2-4 weeks) Purpose is to ensure that instruction is working

Progress Monitoring Student Booklet

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DIBELS and RtI/The Outcomes Driven Model

AM pg. 8-9

Administration Guidelines

DIBELS Materials



Clipboard



Stopwatch



Calculator



Pen or Pencil (in a color that is not black )

Administration Guidelines

Testing Environment



Small table o r student desk in a relatively quiet location

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Time and location with minimal disruptions and noise



Corner of the classroom

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Assessor positioned (around the corner or across from student) to be able to: see the student’s face and to be able to hear clearly

Administration Guidelines



Timing



Encouragement and Reinforcement

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Modeling and Reinforcement



Repeating Directions or Items

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Discontinuing an Assessment

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Invalidating an Assessment

General Scoring Guidelines

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Articulation and Dialect Differences



Use of the Schwa sound

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General reminders:



If a student stops and it is not a hesitation say, “Keep going.” (This reminder can be used as often as needed)



If a student loses his or her place, point.

(This reminder can be used as often as needed)

General Scoring Guidelines



Response patt

erns



Recording and Scoring Underline ( _ ) Correct response Applies to PSF and NWF Slash ( / ) Slash ( / ) and an Underline ( _ ) Denotes incorrect response Underline and a slash the slash overrides SC Denotes self correction and counted as correct Exception in Whole Words Read in NWF

Testing Materials

Benchmark Assessment Materials



Benchmark Scoring Booklet

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Benchmark Student Materials

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DAZE Benchmark Assessment Student Worksheets



DAZE Benchmark Assessment Administration Directions and Scoring Keys

Testing Materials

Progress Monitoring Assessment Materials



Progress Monitoring Scoring Booklet



Progress Monitoring Student Materials



DAZE Progress Monitoring Student Worksheets



DAZE Progress Monitoring Administration Directions and Scoring Keys

Approved Accommodations

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Benchmark Assessment Yearly Schedule

GRADE FSF First Sound Fluency DIBELS Next BENCHMARK ASSESSMENT CALENDAR LNF Letter Naming Fluency PSF Phoneme Segmentation Fluency NWF Nonsense Word Fluency DORF & RTF DIBELS Oral Reading Fluency Retell Fluency DAZE WUF Word Use Fluency

K (BOY) K (MOY) K (EOY) 1 (BOY) 1 (MOY) 1 (EOY) 2 (BOY) 2 (MOY) 2 (EOY) 3 (BOY) 3 (MOY) 3 (EOY)

GRADE DIBELS Next BENCHMARK ASSESSMENT CALENDAR ISF Initial Sound Fluency LNF Letter Naming Fluency PSF Phoneme Segmentation Fluency NWF Nonsense Word Fluency DORF & RTF DIBELS Oral Reading Fluency Retell Fluency DAZE WUF Word Use Fluency

4 (BOY) 4 (MOY) 4 (EOY) 5 (BOY) 5 (MOY) 5 (EOY) 6 (BOY) 6 (MOY) 6 (EOY)

Implementing DIBELS Next in Your School

• • •

Testing Approaches: Within the classroom

•

The classroom teacher assessing 5 students a day School-wide: One Day

• •

A large team of trained assessors Team must be large enough to cover the whole school

•

The classroom teacher can assess their own class as the assessor teaches the class

•

Advantage: efficient testing, minimal disruption

•

Disadvantage: need for a large support team which may include the needs for subs (money) School-wide: Multiple Days

•

Smaller team, multiple days

Protocol



Big Idea



Read and highlight Assessment Manual



Review



Practice: 1. Highly Structured Practice (I Do) 2. Check for Understanding (Appendix) 3. Guided Practice (We Do)



Scoring & Recording



Q&A

Standard Features of DIBELS Next Measures

• Basic Early Literacy Skill • Administration Time • Administration Schedule • Administration Directions • When to Start and Stop the Stopwatch • Score • Scoring Rules • Reminders • Wait Rule • Discontinue Rule

First Sound Fluency

FSF

/d/

AM Chapter 5

Alignment of DIBELS Next Measures with Basic Early Literacy Skills Basic Early Literacy Skills Phonemic Awareness Alphabetic Principle and Basic Phonics Advanced Phonics and Word Attack DIBELS Next Indicators First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency



Correct Letter Sounds (CLS)



Whole Word Reads (WWR) DIBELS Oral Reading Fluency (DORF)



Accuracy Accurate and Fluent Reading Connected Text Reading Comprehension Vocabulary and Language Skills DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Accuracy DAZE DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Retell Total/Quality of Response Word Use Fluency- Revised (available as an experimental measure from http://dibels.org

First Sound Fluency- FSF Read the description and administration directions on Pages 39-42.

First Sound Fluency- FSF Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Administration Schedule Beginning of kindergarten to middle of kindergarten Score Wait Rule 2 points for each correct initial phoneme and 1 point for each correct initial consonant blend, consonant plus vowel, or consonant blend plus vowel said by the student in 1 minute If the student does not respond within 3 seconds on

a word make a slash ( / ), through the zero and say

the next word Discontinue Rule Zero points in the first five words

FSF Scoring Rules

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 2 points for correctly identifying the initial

phoneme

 1 point for identifying the correct initial

sounds

 Make a slash (/) for an incorrect or no response  Write “sc” for a response that the student corrected within 3 seconds  Discontinue Rule  discontinue if the student has not said any correct sounds in the first 5 words  Wait Rule  Wait 3 seconds for the student to respond  Examples…

Assessor Says: Example: soap Error correction 1. laughed 2. pine 3. skirt 4. flag 5. rang 6. crow 7. hide 8. blame 9. deck 10. crab Student Say: /s/ /oa/ /p/ /l/ /p/ /s/ /fl/ /ru/-schwa /k/ /h/ /bl/ /d/ /k/

Practice 1

Assessor Says: 11. bright 12. knock 13. trash 14. list 15. spring 16. chief 17. grand 18. sweat 19. shelf 20. heard Student Say: /br/ /n/ “t” /l/ /spr/ /ch/ /g/ /s/ /sh/ /hu/-schwa

Check for Understanding

Practice Scoring Sheet FSF, Appendices page 103 Answer Key FSF, Appendices page 104

Scoring and Recording

2 point responses: ___ x 2 ___ + 1 point responses: ____ = Total: ___

Letter Naming Fluency LNF

Alignment of DIBELS Next Measures with Basic Early Literacy Skills

Basic Early Literacy Skills Phonemic Awareness Alphabetic Principle and Basic Phonics DIBELS Next Indicators First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency

•

Correct Letter Sounds (CLS)

•

Whole Word Reads (WWR) Advanced Phonics and Word Attack

•

DIBELS Oral Reading Fluency (DORF) Accuracy Accurate and Fluent Reading Connected Text Reading Comprehension Vocabulary and Language Skills DIBELS Oral Reading Fluency (DORF)

•

Correct Words per Minute

•

Accuracy DAZE DIBELS Oral Reading Fluency (DORF)

•

Correct Words per Minute

•

Retell Total/Quality of Response Word Use Fluency- Revised (available as an experimental measure from http://dibels.org

Letter Naming Fluency-LNF

Read description and directions for administration on Chapter 6, pages 48-52

 Assesses a student’s ability to recognize individual letters and say their letter names  Early indicator for at-risk and difficulty achieving early literacy benchmark goals

Letter Naming Fluency-LNF

Basic Early Literacy Skill None Administration Time 1 minute Administration Schedule Beginning of kindergarten to beginning of first grade Score Number of letters named correctly in 1 minute Wait Rule If the student does not name a letter within 3

seconds, mark a slash ( / ), through the letter and

say the correct letter name Discontinue Rule No letters named in the first row

LNF Scoring Rules

• • • • •

Discontinue rule

•

Discontinue if the first 10 letters incorrect Wait Rule

•

After 3 seconds tell the student the correct letter name, score as incorrect, and move on Uppercase I and lowercase l are interchangeable, marked correct Saying a number for a letter (#1 for l) is incorrect Examples…

LNF Scoring & Recording

 Count total letters correct  1 minute  Make anecdotal notes i.e.. B and D reversals, etc.

Phoneme Segmentation Fluency

PSF

sh ee p



Correct Letter Sounds (CLS)



Whole Word Reads (WWR) DIBELS Oral Reading Fluency (DORF)



Accuracy Accurate and Fluent Reading Connected Text Reading Comprehension Vocabulary and Language Skills DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Accuracy DAZE DIBELS Oral Reading Fluency (DORF)

 

Correct Words per Minute Retell Total/Quality of Response Word Use Fluency- Revised (available as an experimental measure from http://dibels.org

Phoneme Segmentation Fluency- PSF

Read description and directions for administration on pages 55-57

PSF Scoring Rules

Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Administration Schedule Middle of kindergarten to beginning of first grade Score Wait Rule Discontinue Rule Number of correct sound segments, ( different correct parts of words) the student says in 1 minute If the student does not respond within 3 seconds, say the next word Discontinue if student has not said any correct sound segments in the first 5 words

Practice 1

Assessor Says: Example: soap Error correction 1. too 2. wake 3. beans 4. bell 5. doors 6. dish 7. brought 8. web Student Says: /s/ /oa/ /p/ /t/ /oo/ /w/ /ai/ /k/ /b/ /ea/ /n/ /z/ /b/ /el/ /d/ /or/ /z/ . . . /b/ /r/ /o/ /t/ /w/ /e/ /b/ 9. law 10. bump 11. shout 12. pig 13. dogs 14. bike 15. guys 16. far /l/ /o/ /b/ /mp/ /sh/ /owt/ /p/ /i/ /g/ /d/ /o/ /g/ /s/ bike /g/ /ie/ /z/ /f/ /ar/

Check for Understanding

Practice Scoring Sheet PSF, page 105 Answer Key PSF, page 106

PSF Scoring & Recording

 Add for total  Make anecdotal notes for PSF Response Patterns.

   

Agenda Day Two

Welcome Materials for Today Multi-tiered Framework Protocol: NWF, DORF/RETELL, DAZE

Nonsense Word Fluency NWF



Correct Letter Sounds (CLS)



Whole Word Reads (WWR) DIBELS Oral Reading Fluency (DORF)



Accuracy Accurate and Fluent Reading Connected Text Reading Comprehension Vocabulary and Language Skills DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Accuracy DAZE DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Retell Total/Quality of Response Word Use Fluency- Revised (available as an experimental measure from http://dibels.org

Nonsense Word Fluency-NWF

Read description and directions for administration on Pages 66-68

NWF Scoring Rules

Basic Early Literacy Skill Alphabetic Principle and Basis Phonics Administration Time 1 minute Administration Schedule Middle of kindergarten to beginning of second grade Score Number of correct letter sounds (CLS) and number of whole words read (WWR) without sounding out Wait Rule If the student responds sound by sounds with words, mixes sounds with words, or sounds out and recodes, allow 3 seconds, then provide the correct letter sound If the student mostly responds with whole words, allow 3 seconds, then provide the correct word Discontinue Rule No letter sound named in the first row

Practice 1

Assessor: Student Says Example: mip /m/ /ep/ * 1. rif 2. duz /r/ /e/ /f/ /d/ /e/ /z/ 3. ap 4. jop 5. sec 6. bov 7. kal 8. yef 9. uv 10. lin /aaaaaa/ /p/ /j/ /op/ /s/ /i/ /c/ /bo/ /vuh/ /k/ /a/ /l/ “kel” /y/ (3 sec-wait for prompt) /f/ /u/ /v/ /l/ /e/ /n/ Error correction 11. yuz 12. nik 13. yeb 14. kof 15. naj 16. ad 17. tiv 18. voc 19. tud 20. lef mip /y/ /uz/ nik /y//e//b/ “yeb” /k/ /o/ /f/ “kef” /n/ (3 sec-wait for prompt) /j/ /a/ /ad/ /t/ /e/ /v/ /v/ /e/ /c/ /t/ (3 sec-wait for prompt) /l/ /u/ /f/

Check for Understanding

Practice Scoring Sheet NWF, page 107 Answer Key NWF, page 108

Scoring & Recording

 Count total correct letter sounds (CLS)  Count whole words read (WWR)  Make anecdotal notes i.e.. Read all short e as short i, etc.

DIBELS Oral Reading Fluency

DORF

Alignment of DIBELS Next Measures with Basic Early Literacy Skills



Correct Letter Sounds (CLS)



Whole Word Reads (WWR) DIBELS Oral Reading Fluency (DORF)



Accuracy Accurate and Fluent Reading Connected Text Reading Comprehension Vocabulary and Language Skills DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Accuracy DAZE DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Retell Total/Quality of Response Word Use Fluency- Revised (available as an experimental measure from http://dibels.org

DIBELS Oral Reading Fluency- DORF

Read description and directions for administration on pages 79-83

DORF Administration Directions

• • • • • •

Do not read the title to the student Maximum wait time for each word is 3 seconds Students read 3 different passages

If the student reads less than 10 words correctly on the first passage, do not continue with passages 2 and 3 If the student reads 40 or more words correctly on a passage, have the student retell what they just read If the child reads less than 40 words in the passage use professional judgment for giving the retell For the retell, remove the passage from in front of the student

DORF Scoring Rules

Basic Early Literacy Skill Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Administration Time 1 minute Administration Schedule Middle of first grade through end of sixth grade Score Wait Rule Middle number of word correct per minute, median number of errors per minute, and median number of correct words in the Retell On DORF, 3 seconds: On retell. 1 st hesitation 3 seconds

DORF Scoring Rules

If no words are read correctly in the first line, say

STOP

, record a score of 0, and do not administer Retell.

Discontinue Rule If fewer than 10 words are read correctly on passage #1 during benchmark assessment, do not administer Retell or passages #2 and #3.

If fewer than 40 words are read correctly on any passage, use professional judgment whether to administer Retell for that passage

DIBELS Oral Reading Fluency- DORF Retell

Read description and directions for administration on pages 81-83

DIBELS Oral Reading Fluency- DORF Practice 1

Trees are very tall points. They c…c…(3 seconds – come) in d…d…(3 seconds – different) shops and s…s…si…(3 seconds – sizes). Y…y…(3 seconds – yet) all trees has the (3 seconds – same) p…p…pa (3 seconds – parts). The l..(3 seconds - leaves) are the great p..p..(3 seconds – parts) of the tree. Some are big and flat. O..o..(3 seconds – others) look like th…thin needs. No math their size or shop, l…l…(3 seconds – leaves) take in air and sun…sunny…(3 seconds – sunlight). Trees need a..(3 seconds – air) and (3 seconds – light) to (3 seconds – live) and g..g…gr…(3 seconds – grow.

DIBELS Oral Reading Fluency- Retell Practice 1

It was about trees (3 seconds). They need air. (5 seconds)

Check Your Understanding

Practice Scoring Sheet DORF/Retell, page 109 Answer Key DORF/Retell, page 110

Rete ll Scoring Rules

Basic Early Literacy Skill Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Administration Time 1 minute Administration Schedule Middle of first grade through end of sixth grade Score Count as correct any words in the response that are related to the passage.

Wait Rule Discontinue Rule If the student does not say anything or gets of track for 5 seconds Discontinue if student does not say anything for 5 seconds or gets off track for 5 seconds

Scoring & Recording



Record the cumulative word count



Record the number of errors on booklet



Subtract the errors from the total words



Use Retell Quality of Response to rate the quality of the retell After the testing:



Record all three oral reading passages on front cover of the Benchmark booklet



Circle the median score



Record all 3 retell scores, the number of words and the quality of response



Circle the median response of each

Accuracy Rate

 Total words read minus the errors divided by the total words read gives you the accuracy rate  Example DORF score: Total words: 27 Errors: 2 Words correct: 25 Accuracy Rate: 25 ÷ 27= 92% Independent Level: 95-100% Instructional Level: 90-94% Frustration Level: < 90%

Daze DIBELS version of a maze procedure…



Correct Letter Sounds (CLS)



Whole Word Reads (WWR) DIBELS Oral Reading Fluency (DORF)



Accuracy Accurate and Fluent Reading Connected Text Reading Comprehension Vocabulary and Language Skills DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Accuracy DAZE DIBELS Oral Reading Fluency (DORF)



Correct Words per Minute



Retell Total/Quality of Response Word Use Fluency- Revised (available as an experimental measure from http://dibels.org

DIBELS Daze

Read description and directions for administration on pages 98-100

Daze Administration Directions

Page 59

• • •

Begin with the modeling and practice activities Use the standardized directions with all students Students read the passage silently, once modeling and practice has been completed

Daze Scoring Rules

Basic Early Literacy Skill Reading Comprehension Administration Time 3 minutes Administration Schedule Beginning at 3rd grade through end of sixth grade Score Number of correct words in 3 minutes minus half the number of incorrect words Wait Rule There is no wait rule Discontinue Rule There is no wait rule

Scoring Practice #2

 Scoring Sheet Practice

Scoring & Recording



Calculate the number of correct responses



Calculate the number of incorrect responses



Record both scores on booklet-



C designates correct



I designates incorrect



Calculate the adjusted score (AS)



This is a modified score that compensates for guessing



The formula is:

C – (I



2) = AS

DIBELS Next Composite Scores

Samantha Grade 1

DIBELS Next Composite Scores

Max – Grade 4

DIBELS Next Composite Scores

Resources

Free Reading Florida Center for Reading Research Websites www.free-reading.net

www.fcrr.org

Reading Rockets University of Oregon DIBELS Big Ideas in Beginning Reading www.readingrockets.org

http://dibels.uoregon.edu

http://reading.uoregon.edu

http://specialed.edublogs.org