Using the Dynamic Indicators of Basic Early Literacy Skills with Students Who Are Deaf or Hard of Hearing: Perspectives of a Panel of Experts

Autor/in	Luckner, John L.
Titel	Using the Dynamic Indicators of Basic Early Literacy Skills with Students Who Are Deaf or Hard of Hearing: Perspectives of a Panel of Experts
Quelle	In: American Annals of the Deaf, 158 (2013) 1, S.7-19 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Emergent Literacy; Reading Tests; Reading Skills; Reading Strategies; Deafness; Hearing Impairments; At Risk Students; Reading Failure; Testing Accommodations; Disability Identification; Vocabulary; Articulation Impairments; Timed Tests; Scoring; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Frühleseunterricht; Lesetest; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Reading disability; Reading weakness; Leseschwäche; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Wortschatz; Artikulationsstörung; Bewertung
Abstract	Early literacy skills serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for reading in preschools and elementary schools for typical hearing students are the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The purpose of this study was to gather the perceptions of a panel of experts in the area of reading and individuals who are deaf or hard of hearing regarding the potential appropriateness of using the subtests of the DIBELS with students who are deaf or hard of hearing. Results, as well as practical and research implications, are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01