Using DIBELS: A Survey of Purposes and Practices

Autor/inn/en	Hoffman, Amy R.; Jenkins, Jeanne E.; Dunlap, S. Kay
Titel	Using DIBELS: A Survey of Purposes and Practices
Quelle	In: Reading Psychology, 30 (2009) 1, S. 1-16Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Forschungsbericht; Teacher Attitudes; Emergent Literacy; Educational Indicators; Reading Achievement; Reading Tests; At Risk Students; Intervention; Mail Surveys; Literature Reviews; Alignment (Education) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Frühleseunterricht; Educational indicato; Bildungsindikator; Leseleistung; Lesetest; Erhebungsinstrument
Abstract	Using a mail survey and face-to-face interviews, this study explored educators' use of and perceptions about DIBELS, a widely used reading assessment and intervention instrument. Analysis included tabulations and a conceptual analysis of extended responses. Most frequent uses for DIBELS included identification of at-risk students, intervention development, and progress monitoring. However, respondents were less clear about how progress monitoring data informed their instruction and whether DIBELS was aligned with state-mandated testing. Time issues were perceived as both positive (quick to administer) and negative (administered individually and repeatedly) factors. Mirroring the literature, respondents expressed both strong positive and negative views about DIBELS. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10