Relationship Between Performance on the Third Grade Oral Reading Fluency (ORF) Test on the Dynamic Indicators of Basic Early Literacy (DIBELS) and Performance on the Third Grade Reading Illinois Standards Achievement Test (ISAT)

Relationship Between Performance on the Third Grade Oral Reading Fluency (ORF) Test on the Dynamic Indicators of Basic Early Literacy (DIBELS) and Performance on the Third Grade Reading Illinois Standards Achievement Test (ISAT) PDF Author: Kathleen Doyle
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 196

Book Description

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

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 PDF Author: Linda Adkins Ford
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages :

Book Description

A Research Study Comparing the DIBELS Retell Fluency Test Scores of Third Grade Students

A Research Study Comparing the DIBELS Retell Fluency Test Scores of Third Grade Students PDF Author: Jessica H. Moran
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 70

Book Description
The quantitative research design that used pre-existing data compared Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Retell Fluency Skills among students in the third grade at one rural south Alabama school. The research began when the teacher researcher determined that students at the site of study may score higher in reading comprehension on standardized tests when instructed by a particular reading program. The purpose of the project was to compare reading test scores when instructed with a certain reading program: Open Court verses Scott Foresman Reading Street. The project involved a random selection of 25 students in third grade in the school years of 2007/2008 and 2008/2009. In this study, the researcher included empirical research on the history of reading and reading comprehension strategies. Research was collected on each reading program as well. The null hypothesis was not rejected due to the fact that there was not a statistically significant difference in reading comprehension test scores.

The Correlation Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency Scores and Reading Comprehension Scores on the Stanford Achievement Test

The Correlation Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency Scores and Reading Comprehension Scores on the Stanford Achievement Test PDF 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.

The Relationship Between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District

The Relationship Between Oral Reading Fluency and Reading Comprehension for Third Grade Students in a Rural Louisiana School District PDF Author: Felicia Conway Sledge-Murphy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 272

Book Description
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

The Correlation Between Dynamic Indicators of Basic Early Literacy Skills, Oral Reading Fluency Scores and Reading Scores on the Alabama Reading and Math Test for Third Grade Students

The Correlation Between Dynamic Indicators of Basic Early Literacy Skills, Oral Reading Fluency Scores and Reading Scores on the Alabama Reading and Math Test for Third Grade Students PDF Author: Rebecca O. Birdsong
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 64

Book Description
Since the passage of No Child Left Behind in 2001, schools and teachers are held accountable for the academic achievement of students. The law requires schools to measure student progress in mathematics and reading. Measures of oral reading fluency have become popular for measuring achievement in reading in the early grades. The purpose of this study is to determine if there is a correlation between the third grade scores on the Dynamic Indicators of Basic Early Literacy Skills, Oral Reading Fluency subtest, and the scores on the reading portion of the Alabama Reading and Math Test for one group of students. The data reveal a positive correlation. Educators can use this information to make important decisions regarding the assessments given to students.

Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency Data to Predict Michigan Educational Assessment Program Outcomes

Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency Data to Predict Michigan Educational Assessment Program Outcomes PDF 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.

An Examination of the Relationship Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Scantron Performance Series in Reading

An Examination of the Relationship Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Scantron Performance Series in Reading PDF 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.

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

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 PDF 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.

The Relationship Between DIBELS Oral Reading Fluency Scores and Reading Scores on High-stakes Assessments

The Relationship Between DIBELS Oral Reading Fluency Scores and Reading Scores on High-stakes Assessments PDF Author: Alicia Lenise Curry
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages :

Book Description
Early identification of children with reading problems is a vital element of academic success at all grade levels. Thus, it is crucial that educators select and implement efficient reading assessments and procedures. The purpose of this study was to investigate third grade archival data of students over a 2-year period at one school to determine if a relationship existed between the DIBELS 3rd grade oral reading fluency scores and the reading scores on Stanford Achievement Test and the reading scores on the Alabama Reading and Math Test. Archival data from 80 third grade African American students who were assessed with all three assessments was used to conduct this study. Pearson and Spearman statistical tests were performed on the data to examine the relationship between DIBELS (oral reading fluency) and the reading section of the Stanford Achievement Test and the reading section of the Alabama Reading and Math Test. The results indicated a relationship existed between DIBELS oral reading fluency scores and the reading scores on Stanford Achievement Test and the reading scores on the Alabama Reading and Math Test during the 2009-2010 school years.
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