Transcript DIBELS: Dynamic Indicators of Basic Early Learning Skills DIBELS and FLUENCY DIBELS (Dynamic Indicator of Basic Early Literacy Skills) is an assessment that measures how successfully.

DIBELS:
Dynamic Indicators
of
Basic Early Learning Skills
DIBELS and FLUENCY
DIBELS (Dynamic Indicator of Basic Early Literacy Skills)
is an assessment that measures how
successfully a child is progressing in
critical early reading skill areas. These
measures have been shown to reliably
predict whether a child is on track to
become a reader by the end of 3rd
grade.
(Good, Gruba & Kaminski 2001)
5
Basic Indicators
1. ISF – Initial Sound Fluency
2. LNF- Letter Naming Fluency
3. PSF- Phoneme Segmentation Fluency
4. NWF- Nonsense Word Fluency
5. ORF- Oral Reading Fluency
Letter Naming
Fluency
*Students will be asked to
name as many letters as
they can in 1 minute.
Initial Sound
Fluency
*Students will be told the names of 4 pictures.
They will be asked to say or point to the
picture that begins with a particular sound and
then be able to tell what sound a particular
picture begins with.
“Which picture begins with /m/” (etc.)
“What sound does “mouse” (etc.) begin with?
Phoneme
Segmentation
Fluency
*Students will be asked to tell all the sounds
they hear in a given word in 1 minute.
“Tell me the sounds you hear in cat- Child
would say /c/ /a/ /t/.”
Nonsense
Word Fluency
*Students will look at a make believe
word and point to each letter and tell the
sound or read them as words. They will be
timed to see how many sounds or words
they can read in 1 minute.
Oral Reading
Fluency
*Students will be timed while reading
a passageto see how many words they
can read correctly in 1 minute.
Kindergarten
Fall
Letter Naming Fluency8
Initial Sound Fluency8
Phoneme Segmentation FluencyNonsense Word Fluency-
Winter
Spring
27
25
18
13
40
35
25
First Grade
Fall
Letter Naming Fluency37
Phoneme Segmentation Fluency- 35
Nonsense Word Fluency24
Oral Reading Fluency-
Winter
35
50
20
Spring
35
50
40
Second Grade
Fall
Nonsense Word FluencyOral Reading Fluency-
50/15
44
Winter
68
Spring
90
“Fluency Is More than
Reading FAST…”
Fluency is more than
reading fast…
it is reading at an appropriately
fast rate with good expression
and phrasing that reflects
understanding of the passage.
What are the attributes
of a fluent reader?
FLUENT READERS:
Recognize words AUTOMATICALLY, giving
attention to comprehension
Group words together quickly, not
concentrating on decoding
Read aloud effortlessly, with expression,
prosody
Samuels, Schermer & Reinking (1992):
FLUENT / NOT FLUENT
• For fluent readers, we talk about
“automaticity”: reading without any
effort
• Not fluent, on the other hand,
requires much effort and sounds
labored.
Why???
Big Ideas from Research
• The more attention readers must give to
identifying words, the less attention they
have left to give to comprehension.
(Foorman & Mehta, 2002; LaBerge & Samuels, 1974; Samuels, 2002)
• Reading requires the coordinated use of
multiple brain processors.
(Rayner et al., 2001, 2002)
• Effective fluency instruction encompasses
9 key steps.
(Pikulski & Chard 2005)
Research Identifies
9 Steps to Building Fluency:
Pikulski & Chard (2005)
1. Develop phonemic awareness, letter knowledge & phonics
foundations
2. Increase vocabulary and oral language skills
3. Effectively teach high frequency words
4. Teach common word parts and spelling patterns
5. Teach/practice decoding skills (including multi-syllabic)
6. Provide students time in appropriate text to build fluent
reading skills
7. Use guided oral repeated reading strategies
8. Support and encourage wide reading
9. Implement screening and progress monitoring assessments
Intervention Implications
Once specific skill gaps have been identified,
teachers plan instruction accordingly.
For Example: If a class has students struggling
with ‘high frequency words,’ the teacher will
want to build in extra practice.
Students may be placed in Tier II Intervention
for extra help.
Parents are one of the
greatest influences on the
education of their children.
Passage reading procedures to
support fluent reading include:
CHORAL READING
– Read selection with your child
– Read at a moderate rate
– Tell your child, “Keep your voice with mine.”
Model fluent reading with expression.
Cloze/Maze READING
– Read selection with your child, pausing on
“meaningful” words
– Have child read the deleted word chorally.
PARTNER READING
Procedures for partner reading: alternate sentences,
paragraphs, pages… (ex. CHECK: “Can you figure out
that word?” TELL: “The word is ___”)
“STORY READING WITH PARTS”
Read passage changing reader as character
in the passage changes
REPEATED READING STRATEGY
•Time your child for one minute, reading a new text.
Record # of words.
•Ask your child to reread text 3 times alone and
then time again for one minute. Record # of words.
•Is there a difference?
Support, Guide,
and Encourage
Reading!
Slide graphics and information
by Martha Teigen Regional Coordinator, WA Reading First