An Examination of the Relationship Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Scantron Performance Series in Reading PDF Download
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Author: Amy May Elam Publisher: ISBN: Category : Reading Languages : en Pages : 222
Book Description
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.
Author: Amy May Elam Publisher: ISBN: Category : Reading Languages : en Pages : 222
Book Description
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.
Author: Tameka Maria Jackson Publisher: ISBN: Category : Achievement tests Languages : en Pages : 88
Book Description
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.
Author: Lisa Lockman Publisher: ISBN: Category : Languages : en Pages : 96
Book Description
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.
Author: Janette M. Keyser Publisher: ISBN: Category : Bashfulness in children Languages : en Pages : 94
Book Description
"Limited research has been conducted to determine the link between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Word Use Fluency, and reading ability. In addition, a link between the personality trait of shyness and lower performance on language tests has been established. The purpose of the present study was two fold. First this study aimed to determine how well the DIBELS Word Use Fluency indicator measures vocabulary knowledge. Second, the strength of the relationship between scores on the DIBELS measure and shyness was established. This helped to understand if Word Use Fluency underestimated the vocabulary knowledge of students who are shy. Participants included 35 second-grade students from upstate New York schools, rated by their teachers as shy or not shy. Each participant was evaluated with the DIBELS: Word Use Fluency and Oral Reading Fluency, Receptive One Word Picture Vocabulary Test, and the Expressive One Word Picture Vocabulary Test. A significant negative correlation existed between the shyness rating and Word Use Fluency. In addition Word Use Fluency was significantly correlated with expressive vocabulary for not shy students. A Multivariate Analysis of Variance indicated a significant difference between the performance of shy students and not shy students on Word Use Fluency, but no difference on the Expressive One Word Picture Vocabulary Test"--Abstract.
Author: Polly Shuman Rowell Publisher: ISBN: Category : Reading (Elementary) Languages : en Pages : 0
Book Description
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.
Author: Courtney Wheeler Publisher: ISBN: Category : Educational tests and measurements Languages : en Pages : 112
Book Description
"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.
Author: Debra Joyce Gillespie Publisher: ISBN: Category : Curriculum-based assessment Languages : en Pages : 47
Book Description
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
Author: Jessica A. Talada Publisher: ISBN: 9781109925883 Category : Languages : en Pages : 119
Book Description
The oral reading fluency and comprehension relationship was tested for a second and third grade population at a private, Catholic elementary school in Elmira, New York. These students were issued the oral reading fluency subtest of the Dynamic Indicators of Basic Early Literacy Skills and the TerraNova Basic Multiple Assessment issued by McGraw-Hill Publishing Company. Overall, a reciprocal relationship existed among the students that took this assessment.
Author: Amy May Elam
Author: Amy May Elam
Author: Tameka Maria Jackson
Author: Lisa Lockman
Author: Janette M. Keyser
Author: Linda Adkins Ford
Author: Polly Shuman Rowell
Author: Courtney Wheeler
Author: Debra Joyce Gillespie
Author: Jessica A. Talada
Author: Esmeralda Alicia Castro