An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills

Autor/inn/en	Goffreda, Catherine T.; DiPerna, James Clyde
Titel	An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills
Quelle	In: School Psychology Review, 39 (2010) 3, S.463-483 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Early Intervention; Reading Fluency; School Psychologists; Validity; Psychometrics; Emergent Literacy; Evaluation Methods; Elementary Education; Identification; Oral Reading; Reliability + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Gültigkeit; Psychometry; Psychometrie; Frühleseunterricht; Elementarunterricht; Identifikation; Identifizierung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reliabilität
Abstract	The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are brief measures of early literacy skills for students in Grades K-6 (University of Oregon, 2009; see Kaminski & Good, 1996). School psychologists and other educational professionals use DIBELS to identify students who are in need of early intervention. The purpose of this review was to synthesize the current psychometric evidence for each DIBELS indicator. Strong reliability and validity evidence was observed for DIBELS Oral Reading Fluency; however, evidence for the remaining DIBELS indicators demonstrated greater variability. Although the majority of evidence focused on individual score reliability and validity for single-point decisions, further studies are needed to determine effective practices for progress monitoring. (Contains 5 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10