Transcript 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.

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:
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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:
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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 Forms
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 gradelevel teacher… they are always happy to
help!
• Read to your child OFTEN and have him
or her read to you!
Kindergarten Benchmark Goals
1st Grade Benchmark Goals
2nd Grade Benchmark Goals
3rd Grade Benchmark Goals
4th Grade Benchmark Goals
5th Grade Benchmark Goals
6th Grade Benchmark Goals