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An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills
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Goffreda, Catherine T.; DiPerna, James Clyde – School Psychology Review, 2010
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…
Descriptors: Early Intervention, Reading Fluency, School Psychologists, Validity
Examining Readability Estimates' Predictions of Students' Oral Reading Rate: Spache, Lexile, and Forcast
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Ardoin, Scott P.; Williams, Jessica C.; Christ, Theodore J.; Klubnik, Cynthia; Wellborn, Claire – School Psychology Review, 2010
Beyond reliability and validity, measures used to model student growth must consist of multiple probes that are equivalent in level of difficulty to establish consistent measurement conditions across time. Although existing evidence supports the reliability of curriculum-based measurement in reading (CBMR), few studies have empirically evaluated…
Descriptors: Readability, Curriculum Based Assessment, Oral Reading, Reading Rate
Effects of Reading Comprehension on Passage Fluency in Spanish and English for Second-Language Learners
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Baker, Doris Luft; Stoolmiller, Mike; Good, Roland H., III; Baker, Scott K. – School Psychology Review, 2011
We empirically examined the effect of reading comprehension on passage fluency in English and Spanish in the context of Cummins interdependence hypothesis (1979) and Perfetti's blueprint of the General Components of Reading (1999). Participants were 96 second-grade English learners being taught to read in Spanish and English. Measures in both…
Descriptors: Reading Comprehension, Reading Fluency, Structural Equation Models, School Psychologists
Curriculum-Based Measurement of Oral Reading: An Evaluation of Growth Rates and Seasonal Effects among Students Served in General and Special Education
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Christ, Theodore J.; Silberglitt, Benjamin; Yeo, Seungsoo; Cormier, Damien – School Psychology Review, 2010
Curriculum-based measurement of oral reading (CBM-R) is often used to benchmark growth in the fall, winter, and spring. CBM-R is also used to set goals and monitor student progress between benchmarking occasions. The results of previous research establish an expectation that weekly growth on CBM-R tasks is consistently linear throughout the…
Descriptors: General Education, Curriculum Based Assessment, Oral Reading, Disabilities
Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten through Second Grade for English Learners and Native English Speakers
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Fien, Hank; Baker, Scott K.; Smolkowski, Keith; Smith, Jean L. Mercier; Kame'enui, Edward J.; Beck, Carrie Thomas – School Psychology Review, 2008
This study examined the validity of Nonsense Word Fluency as an index of beginning reading proficiency for students in kindergarten through second grade. Validity evidence for Nonsense Word Fluency is addressed in the context of research-based instructional practices implemented on a large scale. Technical adequacy data are presented for all…
Descriptors: Reading Difficulties, Early Reading, Beginning Reading, School Psychologists