Introduction to DIBELS Next. Hilary Denune, Lauren Kimener, and Dacia McCoy

Transcription

1 Introduction to DIBELS Next Hilary Denune, Lauren Kimener, and Dacia McCoy Dynamic Measurement Group Thanks to Stephanie Stollar for providing training materials.

2 What is DIBELS? Developed to monitor growth in critical early literacy skills to: Identify children in need of intervention Evaluate the effectiveness of intervention strategies Set of standardized, individually administered measures of early literacy skills Short, fluency based measure designed to regularly monitor student progress toward Benchmark Each measure is research based and found to be a reliable & valid indicator of reading performance and future reading achievement

3 DIBELS Next Assessments First Sound Fluency (FSF) Letter Naming Fluency (LNF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF) DIBELS Maze (Daze) 3

4 DIBELS Skills Assess the Basic Early Literacy

5 The Matthew Effect Refers to a self-fulfilling prophecy - the rich get richer; poor get poorer phenomenon (Stanovich, 1986). At the beginning of first grade there are already significant differences in students who are successful and those who are struggling. These reading differences become greater and more discrepant over time (especially at 3rd grade), demonstrating a "Matthew" Effect.

6 First Sound Fluency (FSF) 6

7 DIBELS First Sound Fluency (FSF) Assessor says a series of words one at a time to the student and asks the student to say the first sound in the word. Score: Number of points for correct responses in one minute. 7

8 Practice Item #1 8

9 Practice Item #2 9

10 Practice Item #3 10

11 Scoring Rules 1. Circle the corresponding listed sound or sounds that a student says for a word. 2. Put a slash ( / ) through the zero on the scoring page for an incorrect response or no response within 3 seconds. 3. Write sc over the slash and circle the corresponding sounds or group of sounds in the student s response if the student selfcorrects an error within 3 seconds. 11

12 Scoring Rule 1: Circle Correct Responses Circle the corresponding listed sound or sounds that a student says for a word. A response is scored as correct as long as the student provides any of the correct first sound responses listed for the word. 12

13 Phoneme Segmentation Fluency (PSF) 13

14 Phoneme Segmentation Fluency (PSF) Assessor says a word. Student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute. 14

15 Administration Directions 150

16 Scoring Rules 1. Underline each correct sound segments the student says. Students receive 1 point for each different, correct, part of the word. 2. Put a slash ( / ) through segments pronounced incorrectly. 3. Circle entire words. 4. Leave segments that are omitted blank. 5. Write sc over any self-corrected sounds that had been previously slashed. 16

17 Letter Naming Fluency (LNF) 17

18 Letter Naming Letter naming is not a basic early literacy skill. The skill of knowing letter names is not essential to reading outcomes. Letter naming is a strong and robust predictor of later reading performance and is used in DIBELS as an additional indicator of risk. 18

19 Letter Naming Fluency (LNF) Assessor shows the student the page of letters. Student says the names of the letters. Score: Number of letters correctly named in 1 minute. 19

20 Administration Directions Put the student copy of the materials in front of the student and say: 20

21 Score and Scoring Rules The student receives 1 point for each correct letter named in 1 minute. 1. Leave letters named correctly blank. 2. Slash (/) any letter that the student omits or names incorrectly. 3. Write SC above any letter that had previously been slashed and was self-corrected within 3 seconds. Count that letter as correct. 4. Draw a line through any row the student skips and do not count that row in scoring. 21

22 Nonsense Word Fluency (NWF) 22

23 DIBELS (NWF) Nonsense Word Fluency Assessor shows a page of nonsense words to student. Student reads the words. Score: Number of correct letter sounds (CLS) student reads in 1 minute. Number of whole words read (WWR) without first being sounded out. 23

24 DIBELS (NWF) Nonsense Word Fluency Assessor shows a page of nonsense words to student. Student reads the words. Score: Number of correct letter sounds (CLS) student reads in 1 minute. Number of whole words read (WWR) without first being sounded out. 24

25 NWF Practice Item 25

26 Scoring Rules 1. Underline each letter sound the student says correctly, either in isolation or blended together with other sounds in the word. 2. Put a slash ( / ) over each letter sound read incorrectly. 3. Leave blank any omitted letter sounds or words. When the student is reading sound-by-sound, leave blank any inserted letter sounds. When the student is reading word-by-word, slash the underline to indicate any inserted letter sounds. This does not count as WWR. 4. Write sc above any letter sound or word that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound or word as correct Credit is only given for WWR when the student reads the whole word completely and correctly the first time, and only reads the word once. 5. Draw a line through any row the student skips. Do not count the row when scoring. 26

27 Scores Correct Letter Sounds (CLS): the number of letter sounds produced correctly in 1 minute. For example, if the student reads dif as /d/ /i/ /f/ the score for Correct Letter Sounds is 3. If the student reads dif as /di/ /f/ or dif, the score is also 3. Whole Words Read (WWR): the number of make-believe words read correctly as a whole word without first being sounded out. For example, if the student reads dif as dif, the score is 3 points for CLS and 1 point for WWR, but if the student reads dif as /d/ /i/ /f/ dif, the score is 3 points for CLS but 0 points for WWR. 27

28 DIBELS (DORF) Oral Reading Fluency 28

29 Automaticity (the point) and Speed Reading (NOT the point) Our goal is to have children comprehend what they are reading. If a child is struggling with decoding, they don t have as much attention available to focus on the meaning of what they are reading. Developing automaticity with word recognition will leave more attention available for comprehension. Developing automaticity with word recognition will increase a child s reading rate. Increased reading rate is a byproduct in this process. Having children speed read (e.g., telling them to read as fast as they can for the sole purpose of reading more words per minute) is NOT the point. 29

30 DIBELS (DORF) Oral Reading Fluency Assessor shows the reading passage to the student. The student reads the passage. Scores: The number of words read correctly in 1 minute. The percentage of words read accurately in 1 minute. 30

31 Directions 31

32 Directions During benchmark assessment, three passages are administered if the student reads 10 or more words correctly on the first passage. When administering the second and third passages, use the following shortened directions: 32

33 Scoring Rules 1. Leave blank any words the student reads correctly. 2. Put a slash ( /) through any errors. 33

34 DORF Retell If the student reads 40 or more words correctly on the passage, have the student retell what he/she has just read. If the student reads fewer than 40 words correctly on a passage, use professional judgment whether to administer Retell for that passage. 34

35 DORF Retell Administration Directions Remove the passage and say: Start the stopwatch and allow a maximum of 1 minute for the retell. Mark through numbers in the scoring book for words in the student s response that are related to the story. 35

36 Retell Score and Scoring Rules The student receives 1 point for every word in his/her retell that is about what was read. Count as correct any words in the response that are about what the student read. Count as incorrect any words in the response that are not about what the student read. 36

37 Retell Scoring Rule 1: Correct Words Count as correct any words in the response that are about the passage. The judgment is based on whether the student is generally accurately retelling what was just read or has gotten off track. Move your pen through a number in the scoring booklet for each word the student says about the passage. 37

38 Retell Scoring Rule 2: Incorrect Words 38

39 Immediately After Testing Reset the stopwatch for the next measure. Rate the quality of the student s retell using the Retell Quality of Response Rating. 39

40 DIBELS Maze (Daze) 40

41 Daze Assessor asks students to read a passage and circle the word that makes the most sense in the story. Group or individually administered measure. Score: Number of correct responses, adjusted for guessing. 41

42 Score and Scoring Rules The student receives 1 point for each correct word. A response is correct if the student circled or otherwise marked the correct word. Put a slash ( / ) through any incorrect responses. Incorrect responses include errors, boxes with more than one answer marked, and items left blank (if they occur before the last item the student attempted within the 3-minute time limit). Items left blank because the student could not get to them before time ran out do not need to be slashed and do not count as incorrect responses. If there are erasure marks, scratched out words, or any other extraneous markings, but the student s final response is obvious, score the item based on that response. 42

43 Scoring Example: Correct Response My friend, Tyronne, goes to a different school than I do, even though he lives in my neighborhood. At his school, there are still programs languages in different languages. One of those provided is called American Sign Language and I want to learn set quietly handed languages why more about it. 43

44 Scoring Example: Incorrect Response My friend, Tyronne, goes to a different school than I do, even though he lives in my neighborhood. At his school, there are still programs languages in different languages. One of those provided is called American Sign Language and I want to learn set quietly handed languages why more about it. 44

45 Final Score: Student Copy Use the scoring key to add the number of correct and incorrect responses. 45

46 Final Score: Cover Sheet Adjusted Score = Correct minus (Incorrect divided by 2) 1. Correct = Incorrect = divided by 2 = Subtract 0.5 from 24 to get Round up to Write 24 at the top of the cover sheet and circle it

47 Summary DIBELS Next provides reliable and valid indicators of the basic early literacy skills. Knowing whether or not a school or student is on track for future reading success allows timely and critical changes to instruction to get back on course. When given and scored according to standardized procedures, DIBELS Next is a powerful tool for improving reading outcomes. 47

48 Dynamic Measurement Group Visit this website for information on: Training Opportunities Becoming a DIBELS Next Mentor Research projects Ordering products 48