Download or read book Using Dynamics Indicator of Basic Early Literacy Oral Reading Fluency to Predict Performance on the California Standards Test English Language Arts Test written by Esmeralda Alicia Castro and published by . This book was released on 2015 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book DIBELS Oral Reading Fluency and the California Standards Tests written by Lauren Elizabeth Craig and published by . This book was released on 2007 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Correlation Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency Scores and Reading Comprehension Scores on the Stanford Achievement Test written by Tameka Maria Jackson and published by . This book was released on 2009 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary aim of this study was to determine if a correlation existed between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) scores and the Stanford Achievement Test (SAT-10) reading comprehension scores of spring 2008, for first grade students.
Download or read book An Examination of the Relationship Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Scantron Performance Series in Reading written by Amy May Elam and published by . This book was released on 2020 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study was to determine if Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency is an indicator for Scantron Performance Series Reading Comprehension. Using a mixed methods research study, the researcher utilized existing end of the year DIBELS and end of the year Scantron Performance Series data, and teacher perception questionnaires to measure the relationship between the two assessments. Results indicated that DIBELS Oral Reading Fluency subtest at the end of first grade is an indicator for Scantron Performance Series Reading Comprehension assessment at the end of third grade. Implications and suggestions for future research or interventions provided between the two assessments have been included.
Download or read book 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 written by Polly Shuman Rowell and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of No Child Left Behind and making Adequate Yearly Progress is influencing classroom instruction with Curriculum Based Measures such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The primary population of this study was from a small school in rural Alaska. The purpose of this study was to investigate the relationship between the first grade scores of the DIBELS Oral Reading Fluency (ORF) and the subsequent third grade scores of the Alaska Standards Based Assessments (SBAs) in reading. A Pearson's r statistical test was performed on the data from both scores. The results indicated that there was a positive, correlation between fluency on the DIBELS ORF and comprehension on the Alaska SBAs in reading.
Download or read book Using Dynamic Indicators of Basic Early Literacy Skills DIBELS Oral Reading Fluency Data to Predict Michigan Educational Assessment Program Outcomes written by Lisa Lockman and published by . This book was released on 2015 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are under legislative pressure to ensure students make adequate progress each year, and therefore, must identify students in need of intervention at early grade levels. Educators use diagnostic tools to measure student progress, attempting to determine which children may be most at risk for future reading failure. The Dynamic Indicators of Early Literacy Skills is widely used for early identification of students who have risk factors. This study incorporated a quantitative, correlational, ex post facto design to examine the relationship between students third grade scores on the spring DIBELS Oral Reading Fluency assessment and their fifth grade Michigan Educational Assessment Program reading results. By examining the relationship between the DIBELS ORF assessment and the MEAP reading assessment, researchers can gain insight into the system many schools currently use to identify at risk students. The study analyzed data from 2,220 students enrolled in seven rural school districts participating in a Regional Data Initiative grant program. The research questions examined relationships, including the effect of gender and socioeconomic status, between DIBELS ORF scores in the spring of third grade and MEAP reading assessment scores in their third, fourth and fifth years. Data was examined using descriptive statistics, Linear Regression, Chi Square analysis and Hierarchal Liner Modeling. Findings revealed lower DIBELS ORF at third grade were predictive of lower MEAP reading scores. After controlling for the above mentioned effects, each increase in DIBELS ORF score at third grade was associated with about a .60 increase in normed MEAP scores. This means that students scoring lower on their third grade DIBELS ORF assessment are most at risk for scoring lower on their third grade state assessment. DIBLES ORF was also a significant predicator of the slope of student MEAP reading scores between third and fifth grade. These findings support the use of DIBELS ORF as a screener to help educators predict a student's future reading proficiency scores, and therefore can help inform decision when selecting the students in need of interventions.
Download or read book Implications of Reading Assessments written by Courtney Wheeler and published by . This book was released on 2007 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The present study investigated the relationship between Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency and the Developmental Reading Assessment (DRA) as related to the TerraNova 2nd Edition Vocabulary and Comprehension. Historical test data gained from 46 third grade participants during 2004-2005 school year from an urban elementary school was utilized. The DRA protocols were coded and correlations were run to determine the relationship between the three tests. Significant correlations were found consistently between the DIBELS scores with DRA Phrasing and Fluency and DRA Story Level. Of particular interest, the overall best predictor for DIBELS scores was the DRA Story Level. Significant correlations were also found between DIBELS scores, DRA scores, and TerraNova 2nd Edition Comprehension and Vocabulary. The best predictor for both the TerraNova 2nd Edition Vocabulary and Comprehension scores was the fall DRA Story Level"--Abstract.
Download or read book Exploring Consistency in Dynamic Indicators of Basic Early Literacy Skills Next Oral Reading Fluency Passages for Educational Decision Making written by Debra Joyce Gillespie and published by . This book was released on 2012 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this thesis was to explore a curriculum based measurement procedure and its reliability for practical applications in the educational setting. Twenty third grade oral reading passages were selected from the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) system and used to assess reading progress of three third grade classes from different school districts in southwestern Ohio. The DIBELS system includes a comprehensive assessment system that is validated through research and assesses early reading skill development from kindergarten through sixth grade. The standard procedure of using the one-minute median probe of a three probe administration was compared to the alternative procedure of using only the first of three probes. The correlational analysis of single first probe scores was positive and highly significant with median score probes r(537) = .96, p
Download or read book The Impact of Read Naturally on Oral Reading Fluency Skills for First and Second Grade Students Participating in a Response to Intervention Instructional Model written by Amy Gilcrest Falk and published by . This book was released on 2008 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of Read Naturally, a research-based intervention which utilizes repetitive reading, with 10 first and second grade students considered at risk or some risk in oral reading fluency (ORF) (Ihnot & Ihnot, 1996). The researcher utilized a Response to Intervention (Rtl) Model over a 4-week, 2-month, and 6-month period. Data were collected using Dynamic Indicators of Basic Early Literacy Skills (DIBELS®) and pre-and post-scores from Read Naturally (Good & Kaminski, 2002; Ihnot & Ihnot, 1996). Historical data were also used to measure the words read per minute in Group A and Group B in the pre-test. ORF data were examined to ascertain responsiveness or non-responsiveness to the intervention for each student. Collected data were used to determine whether a student had a specific learning disability (SLD). Quantitative data suggested that implementing Read Naturally over a 2-month and 6-month period increased ORF skills. Student inconsistent attendance and time over the 4-week period resulted in inconclusive data. The researcher emphasized the importance of fidelity of instruction, on-going professional development, and time for collaboration amongst educators. The researcher argued that Rtl should be used in the process of determining if a student has a SLD. She focused on early intervention utilizing a preventative model instead of the discrepancy model, or psycho-educational assessments, which focus on qualification for special education.
Download or read book 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 written by Linda Adkins Ford and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Relationship Between Automaticity and Oral Reading Comprehension in English Learners written by Annamaria M. Miller and published by . This book was released on 2021 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This doctoral dissertation examined the relationship between automaticity and oral reading comprehension in English Learners (ELs) by comparing outcomes with non-English Learners. High fluency rate, or automaticity, is often used as a predictor of reading comprehension in students. Much of the prior research conducted on the relationship between reading rates and oral reading comprehension involved monolingual populations. Few studies have investigated this correlation among EL populations. In this present study, secondary assessment data were retrieved for third-grade students (N = 1,583) across 13 public schools within a single diverse school district in southern Colorado during the 2017-2018 and 2018-2019 school years. The school district includes 20.8% EL students. The researcher chose this approach as most appropriate to examine the relationship between oral reading rate and reading comprehension in ELs and non-English learners. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (DORF) was utilized as the measure for assessing third-grade reading fluency (word-level decoding and accuracy) and the Colorado Measures of Academic Success (CMAS) was used as the measure for assessing third-grade reading comprehension in language arts. Results indicated that ELs who read at a high automatic rate still scored significantly lower on reading comprehension than non-English learners who read at the same rate. Future research should consider conducting additional studies that analyze EL comprehension levels within the context of automaticity.
Download or read book An Examination of the Equivalence of the First Grade DIBELS Oral Reading Fluency Probes written by Chung-Hau Fan and published by . This book was released on 2011 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the change in federal legislation allowing the consideration of a Response-To-Intervention (RTI) approach to making eligibility decisions for specific learning disabilities (IDEIA, 2004), it is crucial to establish sufficient evidence for using curriculum-based measurements (CBM) or CBM-like measures (e.g., Dynamic Indicators of Basic Early Literacy Skills; DIBELS) for monitoring students' responses to interventions as part of the identification process for Specific Learning Disabilities. One critical component in an effective RTI model is the availability of parallel measures suited for frequent progress monitoring to index student performance over time. The current study investigated the equivalence of the twenty first grade DIBELS Oral Reading Fluency (DORF) progress monitoring probes' using a one-way ANOVA for repeated-measures. Participants were 68 first grade students (36 females and 32 males) from two Midwestern elementary schools. No selection criteria other than parental consent were used. The DORF probes were given in a pseudo-counterbalanced order across four days at the end of the school year to avoid instruction and practice effects. The standard error of measurement (SEM) of the twenty first grade DORF progress monitoring probes was calculated using alternate form reliability coefficients. Results suggested that the equivalence assumption of the first grade DORF was not held. Most of the probes were significantly different in their difficulty level from each other and did not yield consistent mean levels of performance. The findings also suggested a significant magnitude of score fluctuation at the individual student level. The average SEM value was about 9 (ranging from 8 to 10), similar to previous research findings using test-retest reliability for calculation. Limitations, educational implications for CBM ORF users and researchers, and directions for future research are presented.
Download or read book Curriculum based Measurement of Oral Reading Fluency Predicting Performance on the Illinois Standards Achievement Test written by Catherine V. Patel and published by . This book was released on 2009 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District written by Felicia Conway Sledge-Murphy and published by . This book was released on 2011 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: If DIBELS [Dynamic indicators of Basic Early Literacy Skills] oral reading fluency (ORF) is found to predict student achievement on the Integrated Louisiana Educational Assessment Program (iLEAP), then having this data is critical to identifying and meeting the needs of struggling readers. . . . The purpose of this study was to investigate the relationship between oral reading fluency and reading comprehension. Additionally, the study explored the relationship between student performance on DIBELS-ORF and its prediction of student performance in reading comprehension as measured by the iLEAP. Moreover, this study examined socioeconomic status (SES) as a factor influencing reading subscores of reading achievement. The data were obtained from 15 elementary schools (seven Title I schools and eight non-Title I schools) in a North Louisiana school district. A total of 1,094 participants were administered the . . . DIBELS diagnostic screener and the . . . iLEAP in fall 2008 and spring 2009. . . . Results showed a significant relationship between oral reading fluency and reading comprehension. Also, it was determined that DIBELS-ORF is a statistically significant predictor of student performance of iLEAP reading subscores. This study provided evidence that DIBELS-ORF is a reliable diagnostic tool that educators can use to assist in planning and implementing prescriptive interventions to address weaknesses of students with reading deficiencies. Further implications for practice as well as recommendations for future research are discussed. -Author
Download or read book California English Language Development Standards written by Faye Ong and published by . This book was released on 2012-11-01 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At Risk Readers in the First Grade written by Jeremy Moeller and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study used a multiple baseline, multiple probe single-case design to determine the effects of using Frequency Building to Performance Criterion (FBPC) with early reading skills (i.e., letter-sound correspondence, blending sounds into words, and repeated reading) on oral reading fluency. Teachers identified five first grade students at-risk for reading failure to participate in the research. The five students were identified by being in the lowest placement within the reading curriculum. Four students were provided with FBPC three to five times a week for a total of 30 sessions. After each session students were given novel decodable reading passages and timed for one minute. In addition, students were given weekly curriculum-based measures (CBM) grade-level reading probes. Overall, students demonstrated an increase in oral reading fluency, as measured by one minute passage reading, after the introduction of FBPC with early reading skills, demonstrating an experimental effect for teaching early reading skills to oral reading fluency. Students on average increased words read correctly per minute by 62-108% and decreased words read incorrectly per minute by 40-66% from baseline measures. Additionally, students decreased error celertation and made modest gains with correct accel data. Implications for practice and future research are discussed.
Download or read book Curriculum based Measurements in Reading Fluency Predicting Performance on Reading Comprehension Assessments and on a High Stakes Standardized Test written by Catherine V. Patel and published by . This book was released on 2006 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
