Academic literature on the topic 'Dynamic Indicators of Basic Early Literacy Skills (DIBELS)'
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Journal articles on the topic "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"
Galletly, Susan A., and Bruce Allen Knight. "The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) used in an Australian context." Australian Journal of Learning Disabilities 11, no. 3 (January 2006): 147–54. http://dx.doi.org/10.1080/19404150609546818.
Full textKamii, Constance, and Maryann Manning. "Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Tool for Evaluating Student Learning?" Journal of Research in Childhood Education 20, no. 2 (December 2005): 75–90. http://dx.doi.org/10.1080/02568540509594553.
Full textAdams, Gary, Steve Cathers, James Swezey, and Tara Haskins. "Response to “Dynamic Indicators of Basic Early Literacy Skills (DIBELS)” by Kamii and Manning." Journal of Research in Childhood Education 26, no. 4 (October 2012): 427–34. http://dx.doi.org/10.1080/02568543.2012.711801.
Full textGoffreda, Catherine T., James Clyde Diperna, and Jason A. Pedersen. "Preventive screening for early readers: Predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)." Psychology in the Schools 46, no. 6 (May 15, 2009): 539–52. http://dx.doi.org/10.1002/pits.20396.
Full textNelson, Jason M. "Beyond correlational analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A classification validity study." School Psychology Quarterly 23, no. 4 (December 2008): 542–52. http://dx.doi.org/10.1037/a0013245.
Full textGyovai, Lisa Klett, Gwendolyn Cartledge, Lefki Kourea, Amanda Yurick, and Lenwood Gibson. "Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners." Learning Disability Quarterly 32, no. 3 (August 2009): 143–62. http://dx.doi.org/10.2307/27740365.
Full textMunger, Kristen A., and Maria S. Murray. "First-Grade Spelling Scores Within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study." Educational Assessment 22, no. 2 (March 29, 2017): 124–37. http://dx.doi.org/10.1080/10627197.2017.1309275.
Full textJoseph, Laurice M. "Effects of word boxes on phoneme segmentation, word identification, and spelling for a sample of children with autism." Child Language Teaching and Therapy 34, no. 3 (October 2018): 303–17. http://dx.doi.org/10.1177/0265659018805236.
Full textMulyati, Yeti, and Daris Hadianto. "Relation between Behavioural Problems and Reading Skills in Gender Contexts: Forecasting Longitudinal Data from Kindergarten to Fifth Grade." Journal of Educational and Social Research 12, no. 4 (July 5, 2022): 120. http://dx.doi.org/10.36941/jesr-2022-0101.
Full textGregory, Kyomi D., and Janna B. Oetting. "Classification Accuracy of Teacher Ratings When Screening Nonmainstream English-Speaking Kindergartners for Language Impairment in the Rural South." Language, Speech, and Hearing Services in Schools 49, no. 2 (April 5, 2018): 218–31. http://dx.doi.org/10.1044/2017_lshss-17-0045.
Full textDissertations / Theses on the topic "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"
DeGrazia, Nicholas J. "Measuring Rates of Reading Growth Associated with Gender Using Dynamic Indicators of Basic Early Literacy Skills." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375205551.
Full textFahrenbruck, Mary LeAnn. "Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195747.
Full textGaunt, Brian T. "Qualitative analysis of teacher perceptions and use of the dynamic indicators of basic early literacy skills (DIBELS) within a district-wide Reading First program." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002519.
Full textGillespie, Debra Joyce. "Exploring Consistency in Dynamic Indicators of Basic Early Literacy Skills Next Oral Reading Fluency Passages for Educational Decision Making." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1341238819.
Full textRowell, Polly Shuman. "The relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Full textFord, Linda Adkins. "The relationship of dynamic indicators of basic early literacy skills (DIBELS), oral reading fluency and the Terra Nova 2nd ed. performance on Ohio Grade 3, reading achievement assessment /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=890.
Full textHILL, KIMBERLY MOORE. "IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085160195.
Full textLaugle, Kelly M. "Measuring the alphabetic principle: Mapping behaviors onto theory." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10331.
Full textResearch suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the degree to which different measures of the alphabetic principle were predictive of later reading development. These measures were examined in the context of Ehri's phase theory of sight word development to investigate how different behaviors associated with the alphabetic principle fit within a developmental framework. Two cohorts of students (109 kindergarteners, 212 first graders) participated in this study from spring of 2007 until late fall of 2008 (58 second graders, 121 third graders). The predictive powers of single and combined measures of the alphabetic principle were analyzed using sequential regression. Results indicated that each measure explained significant between-student variation in performance on measures of word reading fluency, oral reading fluency (ORF), vocabulary, and reading comprehension. A measure of letter-sounds embedded in nonsense words appeared to have more utility for the prediction of reading outcomes than a measure of letter-sounds presented in isolation. Additionally, including a measure of nonsense words with a measure of letter-sounds embedded in nonsense words increased the predictive power of the model over and above the predictive power of letter sounds alone. Growth on ORF served as an additional criterion for the purpose of investigating the methodology of measuring growth. Two conceptualizations of growth were explored: raw score change over time and individual rates of growth over time (slope). Correlations and sequential regression were used to evaluate the relationship between raw score change and measures of the alphabetic principle. Hierarchical Linear Modeling (HLM) was used to model individual slopes on Lexile measures of ORF (LORF). In general, raw score change appeared largely unrelated to measures of the alphabetic principle. HLM analyses revealed that individual differences in slope on LORF were minimal and not very reliable, making the prediction of these differences difficult. Recommendations for future research and implications for practice are discussed.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Jean Stockard, Outside Member, Planning Public Policy and Management
Hansen, Carolyn M. "The Effects of Self-Graphing Oral Reading Fluency in Tier 2 Response-to-Intervention." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1414795258.
Full textSnyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.
Full textBooks on the topic "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"
Good, Roland H. Dynamic indicators of basic early literacy skills. 6th ed. Longmont, CO: Sopris West Educational Services, 2003.
Find full textA, Kaminski Ruth, and Smith Silvia, eds. Dynamic indicators of basic early literacy skills. 6th ed. Longmont, CO: Sopris West Educational Services, 2003.
Find full textPh.D. Roland H. Good III and Ph D. Ruth Kaminski. Dibels: Dynamic Indicators of Basic Early Literary Skills Grade 4 Classroom Set. 6th ed. Sopris West Educational Services, 2004.
Find full textPh.D. Roland H. Good III and Ph D. Ruth Kaminski. Dibels: Dynamic Indicators of Basic Early Literary Skills Grade 6 Classroom Set. 6th ed. Sopris West Educational Services, 2004.
Find full textPh.D. Roland H. Good III and Ph D. Ruth Kaminski. Dibels: Dynamic Indicators of Basic Early Literary Skills Grade 5 Classroom Set. 6th ed. Sopris West Educational Services, 2004.
Find full textDibels: Dynamic Indicators of Basic Early Literary Skills Grade 2 Classroom Set. 6th ed. Sopris West Educational Services, 1993.
Find full textDibels: Dynamic Indicators of Basic Early Literacy Skills 6th Edition (Kindergarten Student Materials Progress Monitoring Initial Sound Fluency). 6th ed. Sopris West, 2003.
Find full textH, Good Roland, Oregon School Study Council, and Educational Resources Information Center (U.S.), eds. Using dynamic indicators of basic early literacy skills (DIBELS) in an outcomes-driven model: Steps to reading outcomes. Eugene, OR: Oregon School Study Council, School Psychology Program, College of Education, University of Oregon, 2001.
Find full textConference papers on the topic "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"
Ives, Christopher. "Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills for Dyslexia-Related Screening." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585577.
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