This study examined the psychometric properties of a set of preliteracy measures modified from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with a sample of 75 kindergarten students. The modified battery (called DIBELS-M) includes measures of Letter Naming Fluency, Sound Naming Fluency, Initial Phoneme Ability, and Phonemic Segmentation Ability. These measures were assessed through repeated administrations in 2-week intervals at the end of the kindergarten year. Interrater reliability estimates and coefficients of stability and equivalence for three of the measures ranged from.80 to the mid.90s with about one-half of the coefficients above.90. Correlations between DIBELS-M scores and criterion measures of phonological awareness, standardized achievement measures, and teacher ratings of achievement yielded concurrent validity coefficients ranging from.60 to.70. Hierarchical regression analysis showed that the four DIBELS-M measures accounted for 73% of the variance in scores on the Skills Cluster of the Woodcock-Johnson Psychoeducational Battery—Revised (WJ-R). The results of the analysis support the use of the DIBELS-M measures for identification of kindergarten students who are at-risk for reading failure and for progress monitoring. The contributions of the study, including psychometric analysis of the DIBELS-M with a new sample and formation of composite scores, are discussed in relation to the extant literature.
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