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 Download
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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.
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.
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: 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.
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: Polly Shuman Rowell Publisher: ISBN: Category : Reading (Elementary) Languages : en Pages : 125
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: 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: Rebecca O. Birdsong
Author: Rebecca O. Birdsong
Author: Tameka Maria Jackson
Author: Alicia Lenise Curry
Author: Lisa Lockman
Author: Polly Shuman Rowell
Author: Courtney Wheeler
Author: Debra Joyce Gillespie
Author: Lauren Elizabeth Craig
Author: Amy May Elam
Author: Heather Michelle Beaver