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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 19 лютого 2023

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Статті в журналах з теми "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"

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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.

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Kamii, 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.

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Adams, 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.

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Goffreda, 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.

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Nelson, 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.

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6

Gyovai, 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.

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Анотація:
This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.
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Munger, 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.

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Joseph, 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.

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The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) screening instrument. The word boxes is a method that involves students placing plastic letters into respective divided sections of a drawn rectangle (i.e., boxes) as each sound in a word is articulated. This method is designed to help children acquire phonological decoding skills. A multiple baseline design across literacy skills was employed to study the effects of word boxes on phoneme segmentation, word identification, and spelling. This study is important, as it was the first to examine the effects of this method with students with autism. Results suggested that all students showed increases in phoneme segmentation and word identification, with two of the students showing some improvement in spelling. Limitations and implications for future research and practice are discussed.
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Mulyati, 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.

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Анотація:
This study investigated the association between behavioural problems and reading ability in gender contexts. Specifically, its goal is to determine to what extent of girls and boys differ in the development of reading skills and behavioural problems, and how the relationship between these variable changes based on gender perspectives. This research employed a correlational method whose purpose is to find out the relationship among multiple variables—genders, behavioural problems, and reading skills. To elicit all data of these variables, we focused on nine schools located in the capital city of West Java province, Indonesia. The participants in this research were 500 students from kindergarten to fifth grade which encompassed females (N=260) and males (N=240). The age of the participants ranges from 58 months to 11 years old and they originated from public and private schools. We used Dynamic Indicator of Basic Early Literacy (DIBELS)—which is a set of standardized and validated early literacy indicators—to measure reading skills; We employed Office Discipline Behaviour (ODB) to measure students’ destructive behaviour or behavioural problems. Findings of the research revealed that reading skills and behavioural problems were significantly different for each learning levels from kindergarten to fifth grade. In addition to correlation between behavioural problems and reading skills, we found a strong correlation for them both of boys and girls. Thus, the gender differences contributed equivalent or similar to reading skills showing this variable has lack of contribution to differences of reading skills. Received: 21 April 2022 / Accepted: 30 June 2022 / Published: 5 July 2022
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Gregory, 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.

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Анотація:
PurposeWe compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, & Sprague, 2001, 2003) and Children's Communication Checklist–Second Edition (CCC-2; Bishop, 2006) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation–Screening Test (DELV-ST-II; Seymour, Roeper, & de Villiers, 2003) and Dynamic Indicators of Basic Early Literacy Skills–Next (DIBELS; Good, Gruba, & Kaminski, 2009), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately classify nonmainstream English-speaking kindergartners by their clinical status.MethodData came from 98 children who lived in the rural South; 47 spoke African American English, and 51 spoke Southern White English. Using the syntax subtest of the Diagnostic Evaluation of Language Variation–Norm Referenced (Seymour, Roeper, & de Villiers, 2005) as the reference standard, 43 were language impaired and 55 were typically developing. Analyses included analysis of variance, correlations, and discriminant function with sensitivity and specificity indices.ResultsThe TROLL, CCC-2, DELV-ST-II, and DIBELS showed clinical status but not dialect effects, and they correlated with each other, the Diagnostic Evaluation of Language Variation–Norm Referenced, and other language measures. Classification accuracies of all 4 tools were too low for screening purposes; however, empirically derived cut scores improved the results, and a discriminant function selected the TROLL and DELV-ST-II as optimal for determining who should be referred for an evaluation, with the TROLL yielding the highest level of sensitivity (77%).ConclusionFindings support teacher ratings as measured by the TROLL when screening nonmainstream English-speaking kindergartners for language impairment in the rural South, while also calling for additional development and study of teacher rating tools and other screening instruments.Supplemental Materialhttps://doi.org/10.23641/asha.6007712
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Дисертації з теми "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"

1

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.

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Fahrenbruck, 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.

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This study focuses on the patterns of similarities and differences found in second grade students' reading data taken from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment test and their Miscue Analysis sessions as measured by the In-Depth Procedure. Data was gathered using audio recordings, interviews and existing DIBELS Oral Reading Fluency subtest scores. Data was organized into five data sets and then analyzed using various groupings including the DIBELS labels Below/At/Above Benchmark and descriptors from Miscue Analysis--proficient, moderately proficient and non-proficient. Answers were sought to three research questions:1. What are the patterns of similarities and differences of miscues associated with second grade students' reading transactions with three different authentic texts of children`s literature?2. What relationship, if any, exists between second grade students' patterns of miscues and their DIBELS Oral Reading Fluency subtest scores?3. What are the patterns of retelling scores from Miscue Analysis by students designated at three different levels by the DIBELS Oral Reading Fluency subtest?The findings from this research study indicate that the texts used in assessments play an important role in children's reading transactions and ultimately influence the outcomes. Findings also indicate that the DIBELS Oral Reading Fluency subtest identifies the obvious; that non-proficient readers are not proficient at reading, and as a result the DIBELS provides little new and useful information for teachers and education specialists to use to help children grow as readers. A third and final finding indicates the need for a holistic retelling component within oral reading assessments as a measure of a reader's comprehension.
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Gaunt, 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.

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Gillespie, 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.

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Rowell, 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.

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Ford, 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.

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HILL, 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.

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Laugle, Kelly M. "Measuring the alphabetic principle: Mapping behaviors onto theory." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10331.

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Анотація:
xiii, 137 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Research 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
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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.

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Snyder, 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.

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Книги з теми "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"

1

Good, Roland H. Dynamic indicators of basic early literacy skills. 6th ed. Longmont, CO: Sopris West Educational Services, 2003.

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2

A, Kaminski Ruth, and Smith Silvia, eds. Dynamic indicators of basic early literacy skills. 6th ed. Longmont, CO: Sopris West Educational Services, 2003.

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Ph.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.

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Ph.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.

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Ph.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.

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Dibels: Dynamic Indicators of Basic Early Literary Skills Grade 2 Classroom Set. 6th ed. Sopris West Educational Services, 1993.

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Dibels: Dynamic Indicators of Basic Early Literacy Skills 6th Edition (Kindergarten Student Materials Progress Monitoring Initial Sound Fluency). 6th ed. Sopris West, 2003.

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8

H, 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.

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Тези доповідей конференцій з теми "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"

1

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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