DIBELS+Next

//Dynamic Indicators of Basic Early Literacy Skills //

DIBELS is an assessment of reading skills given to K-6 students three times a year. The assessment is designed to identify students who need extra instruction to build reading skills. At the Kindergarten level, the primary emphases include individual letter names and sounds as well as letter combinations (phonemes). Beginning with Grade 1, Oral Reading Fluency becomes the target. Student performance is evaluated in relation to the Benchmarks established for each grade level. Instructional strategies are implemented to address those students who are performing below Benchmark.

=End of Year Oral Reading Fluency (Chart 1)= Oral Reading Fluency is a standardized set of passages and administration procedures designed to (a) identify children who may need additional instructional support, and (b) monitor progress toward instructional goals. The passages are calibrated for the goal level of reading for each grade level. Student performance is measured by having students read a passage aloud for one minute.

As indicated by the above End of Year Oral Reading Fluency graph the majority of students in grades 1st through 6th are at Benchmark for their grade level. The yellow (some risk) indicates variance in the percentage of students needing strategic level interventions. The number of students in the at-risk range (red) have also varied over four years, but has typically been one student.

=Words Correct (Chart 2)= Word Correct are those words that students read correctly (or self-corrected) in one minute. Words omitted, substituted, and hesitations of more than three seconds are scored as errors. Words self-corrected within three seconds are scored as accurate. The number of correct words per minute from the passage is the oral reading fluency score. The data indicates a drop from Spring 2011 to Spring 2012. Two possibilities account for this decline in performance - 1) a larger proportion of students enrolled in the primary grades and 2) a transition from DIBELS to the DIBELS Next assessment.

=Daze (Chart 3) New with the DIBELS Next updated version of the assessment=

Daze measures the reasoning processes that constitute comprehension. It assesses a student’s ability to construct meaning from text. Overall, Cody-Kilgore students are performing well above the norm on this assessment (see class norms below). Similar to the Words Correct chart, this chart reflects the combined performance of students in grades 3-6. Based on the norm values below, the weighted norm of all students would be 15.5, with the actual performance being 22.5.

**The following data is collected through DIBELS assessments.**
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 * First Sound Fluency **FSF** (Kindergarten) First Sound Fluency (FSF) assesses a student’s fluency in identifying the initial sounds within spoken words. This early literacy skill is highly related to reading acquisition and reading achievement.
 * Phoneme Segmentation Fluency ** PSF ( **K-1) Phoneme Segmentation Fluency (PSF) assesses a student’s fluency in segmenting a spoken word into its component parts or sound segments. This early literacy skill is highly related to reading acquisition and reading achievement.
 * Letter Naming Fluency ** LNF ( **K-1) Letter Naming Fluency (FSF) assesses a student’s fluency with naming letters. This measure is a strong predictor of later reading achievement and serves as a risk indicator for early school-age children.
 * Nonsense Word Fluency **NWF** (K-2) Nonsense Word Fluency (NWF) assesses a student’s knowledge of basic letter-sound correspondences and the ability to blend letter-sounds into words.
 * DIBELS Oral Reading Fluency **DORF** (1-6) DIBELS Next Oral Reading Fluency (DORF) measures advanced phonics and word attack skills; accurate and fluent reading of connected text; and reading comprehension. DORF comprises two components: oral reading fluency (passage reading) and retell.
 * **Daze** (3-6) Daze measures the reasoning processes that constitute comprehension. It assesses a student’s ability to construct meaning from text.

Year-end Benchmarks (DORF)

 * 1st Grade: 47 wpm
 * 2nd Grade: 87 wpm
 * 3rd Grade: 100 wpm
 * 4th Grade: 115 wpm
 * 5th Grade: 130 wpm
 * 6th Grade: 120 wpm


 * Year-end Benchmarks (Daze)** In a 3-minute assessment, each student is instructed to choose the best word (out of 3 possible options) that best tells the story in a narrative selection. The benchmark score indicates the number of correct choices that the student makes.
 * 3rd Grade: 19
 * 4th Grade: 24
 * 5th Grade: 24
 * 6th Grade: 21