Preventive screening for early readers: Predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Catherine T. Goffreda · James Clyde DiPerna · Jason A. Pedersen

71 citations0/0 files storedPsychology in the Schools

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Early Childhood Education and Development Educational Assessment and Improvement

Abstract

Abstract Current empirical evidence indicates poor learning trajectories for students with early literacy skill deficits. As such, reliable and valid detection of at‐risk students through regular screening and progress monitoring is imperative. This study investigated the predictive validity of scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Logistic regression analyses were used to test the utility of the DIBELS first grade indicators for predicting reading proficiency on TerraNova California Achievement Test (CAT) Assessment and Pennsylvania System of School Assessment (PSSA) in second and third grade, respectively. Results suggest that students' first grade Oral Reading Fluency (ORF) DIBELS risk category scores were the only significant predictor of future TerraNova and PSSA reading proficiency. Although the current data present encouraging results for the predictive validity of ORF as a screening tool for early readers, further investigations of the utility of the remaining indicators (Letter Naming Fluency, Nonsense Word Fluency, and Phonemic Segmentation Fluency) are warranted. © 2009 Wiley Periodicals, Inc.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 71 citations exist upstream.

References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1990Beginning to read: thinking and learning about print 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1997Early reading acquisition and its relation to reading experience and ability 10 years later.1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 2018Dynamic Indicators of Basic Early Literacy Skills 1989Curriculum-based measurement: Assessing special children.2013Phonological Processes in Literacy

Cited by

2011Improving the efficacy of first grade reading screening: An investigation of word identification fluency with other early literacy indicators.2021Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication 2015Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps 2020Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.