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

Author: Tameka Maria Jackson
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 88

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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: Polly Shuman Rowell
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 0

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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: Yaacov M. Petscher
Publisher: Routledge
ISBN: 0415893488
Category : Education
Languages : en
Pages : 390

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Book Description
The mission of this book is to address advances in quantitative methods that are not covered in other texts, such as item response theory, the family of multilevel models (including cross-classified and growth), and mixture modeling.

Author: Esther Duflo
Publisher: Elsevier
ISBN: 0444640142
Category : Business & Economics
Languages : en
Pages : 672

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Book Description
Handbook of Field Experiments, Volume Two explains how to conduct experimental research, presents a catalog of research to date, and describes which areas remain to be explored. The new volume includes sections on field experiments in education in developing countries, how to design social protection programs, a section on how to combat poverty, and updates on data relating to the impact and determinants of health levels in low-income countries. Separating itself from circumscribed debates of specialists, this volume surpasses the many journal articles and narrowly-defined books written by practitioners. This ongoing series will be of particular interest to scholars working with experimental methods. Users will find results from politics, education, and more. Balances methodological insights with analyses of principal findings and suggestions for further research Appeals broadly to social scientists seeking to develop an expertise in field experiments Written in a language that is accessible to graduate students and non-specialist economists

Author: John Venn
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 532

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Book Description
Known for its practical, applied approach, the fourth edition of John Venn's Assessing Student's with Special Needs continues to focus on how teachers can use assessment as a guide to instruction. This noteworthy revision focuses on what teachers really need to know to include assessment in the curriculum. Coverage includes all of the core information expected of an assessment text, but the book goes far beyond the basics by addressing multicultural considerations, technology and assessment, high-stakes testing, and the reauthorization of IDEA. The book clearly shows how assessment is more than giving a test to a child, but is an essential tool for teachers as they help students achieve, learn, develop, and grow.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 614

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Author: Lisa Lockman
Publisher:
ISBN:
Category :
Languages : en
Pages : 96

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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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 222

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Book Description
This book contains a collection of formal and informal reading assessments for use with students in Grades k-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these assessments can be administered individually. Each assessment was selected because it measures an important research-based reading skill and because it is quick, reliable, and easy to use. Each assessment provides clear and accurate individual student information. The assessments included in this book are informal assessments designed to measure specific skills critical to successful reading. Some of the assessments are curriculum-based, while others are criteria-based, depending on the purpose of the assessment. Similarly, some assessments target specific skills, some are instruments for broader screening, and some can be used for both types of assessment. Spanish assessments are provided for the early grades where many students may still be in bilingual programs or may be receiving Spanish primary language instruction before transitioning to English programs. Profile Forms and Class Records found in the Appendix provide an easy way for teachers to summarize assessment results. Appended are: (1) core Reading Assessment Profile Forms; (2) core Reading Assessment Class Records; (3) Performance Criteria for Fluency and Fluency Scores: a Discussion; (4) Assessment-Driven Instruction: a Systems Approach; and (5) Resources for Assessing Reading. [Contributing authors include: Orna Lenchner, Michael Milone, and Jacalyn Mahler.].

Author: Sherry Mee Bell
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 364

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Book Description
Comprehensive, readable, and filled with numerous authentic examples, The Handbook of Reading Assessment addresses the continuum of reading assessments from informal, classroom-based to high-stakes formal testing. This book is unique in its comprehensive, balanced, and timely coverage of key issues and challenges in assessment of reading. Designed for use by advanced undergraduates and graduates in general education, reading education, special education, and school psychology, this much-needed resource addresses the wide range of reading assessments educators must be able to use and understand to effectively assess, instruct, and to communicate across disciplines. Separate chapters focus on informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Each of these chapters concludes with useful tables listing some of the most commonly used assessments and their psychometric properties.

Author: Courtney Wheeler
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 112

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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.