Does DIBELS Put Reading First?

Autor/inn/en	Shelton, Nancy Rankie; Altwerger, Bess; Jordan, Nancy
Titel	Does DIBELS Put Reading First?
Quelle	In: Literacy Research and Instruction, 48 (2009) 2, S.137-148 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Reading Fluency; Standardized Tests; Emergent Literacy; Reading Instruction; Intervention; Grade 2; Reading Comprehension; Books; Childrens Literature; Miscue Analysis; Reading Rate; Federal Legislation; Reading Materials; Curriculum Based Assessment; Reading Ability; At Risk Students + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Frühleseunterricht; Leseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Leseverstehen; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Reading readiness; Reading speed; Lesegeschwindigkeit; Bundesrecht; Reading competence; Lesekompetenz
Abstract	Schools across the nation are responding to reading assessment mandates by turning to DIBELS (Dynamic Indicators of Basic Early Literacy Skills), a program endorsed by the Federal Reading First Grant Office, to assess fluency on a range of reading-related tasks. DIBELS makes strong claims regarding its usefulness in documenting reading progress and predicting success on standardized tests and is frequently used to group and level students for intervention and instruction. This article addresses the effectiveness of using DIBELS to assess second-grade readers and presents an analysis of the relationship between DIBELS Oral Reading Fluency (DORF) and authentic reading. Our data show no connection between DORF and students' oral reading fluency and comprehension of authentic literature and questions the usefulness of DIBELS. (Contains 1 table and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10