Preventive screening for early readers: Predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (Dibels)

Psychology in the Schools

Volumn 46, Issue 6, 2009, Pages 539-552

  Goffreda, Catherine T ^a   Diperna, James Clyde ^a   Pedersen, Jason A ^b  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b Cornwall Lebanon School District ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 68049124892     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20396     Document Type: Article

References (45)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Barger, J. (2003). Comparing the DIBELS oral reading fluency indicator and the North Carolina end of grade reading assessment (Technical Report). Asheville, NC: NC Teacher Academy.
3. Blachman, B. A. (1991). Phonological awareness: Implications for prereading and early reading instruction. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy (pp. 29 - 36). Hillsdale, NJ: Erlbaum Associates.
4. Brunsman, B. A. (2003). Review of the DIBELS: Dynamic Indicators of Basic Early Literacy Skills (6th ed.). In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook (pp. 307 - 310). Lincoln, NE: Buros Institute of Mental Measurements.
5. Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (FCRR Technical Report No. 1). Tallahassee, FL: Florida Center for Reading Research.
6. Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Review, 81, 313 - 321.
7. Coyne, M. D., Kame'enui, E. J., Simmons, D. C., & Harn, B. A. (2004). Beginning reading intervention as inoculation or insulin: First-grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities, 37, 90-104.
8. CTB/McGraw-Hill. (2001). In view. Monterey, CA: Author.
9. CTB/McGraw-Hill. (2002). TerraNova, the second edition. Monterey, CA: Author.
10. CTB/McGraw-Hill. (2005). Product detail: TerraNova, the second edition (CAT/6). Retrieved November 26, 2005, from http://www.ctb.com
11. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability ten years later. Developmental Psychology, 33, 934-945.
12. Deno, S. L. (1989). Curriculum-based measurement and special education services: A fundamental and direct relationship. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 1-17). New York: Guilford Press.
13. Elliott, J., Lee, S. W., & Tollefson, N. (2001). A reliability and validity study of the Dynamic Indicators of Basic Early Literacy Skills-Modified. School Psychology Review, 30, 33-49.
14. Fuchs, L. S., & Fuchs, D. (2004). Determining adequate yearly progress from kindergarten through grade 6 with Curriculum-Based Measurement. Assessment for Effective Intervention. Special Issue: Reading Assessment, 29, 25-37.
15. Glover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36, 526-540.
16. Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Education Achievement. Retrieved November 23, 2007, from http://dibels.uoregon.edu
17. Good, R. H., Kaminski, R. A., Smith, S., Simmons, D., Kame'enui, E., & Wallin, J. (2003). Reviewing outcomes: Using DIBELS to evaluate kindergarten curricula and interventions. In S. R. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 221-259). Baltimore: Brookes.
18. Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
19. Hanley, J. A., &McNeil, B. J. (1982). The meaning and use of the area under a receiver operating characteristic (ROC) curve. Diagnostic Radiology, 143, 29-36.
20. Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent validity and diagnostic accuracy of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the comprehensive test of phonological processing. School Psychology Review, 32, 541-556.
21. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
22. Juel, C. (1995). What makes literacy tutoring effective? Reading Research Quarterly, 31, 268-289.
23. Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227.
24. Koger, M. E., Thacker, A. A., &Dickinson, E. R. (2004). Relationships among the Pennsylvania System of School Assessment (PSSA) scores, SAT scores, and self-reported high school grades for the classes of 2002 and 2003. HumRRO Report FR-04-26. Louisville, KY: Human Resources Research Organization.
25. Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
26. McGill-Franzen, A. (1987). Failure to read: Formulating a policy problem. Reading Research Quarterly, 22, 475-490.
27. Mead, R., & Melby, K. (2003). Pennsylvania System of School Assessment: 2002 Reading and Mathematics PSSA. Data Recognition Corporation. Retrieved December 20, 2006, from: http://www.pde.state.pa.us/a_and_t/cwp/view.asp?A=108&Q=91353
28. Nelson, J. R., Benner, G. J., & Gonzalez, J. (2005). An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13, 3-12.
29. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 2204 (2002).
30. O'Connor, R. E., & Jenkins, J. R. (1999). Prediction of reading disability in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.
31. Pennsylvania Department of Education. (2005). Assessment. Retrieved December 27, 2005, from http://www.pde.state.pa.us
32. Salvia, J., & Ysseldyke, J. (2004). Assessment in special and inclusive education, Ninth Edition. Boston, MA: Houghton Mifflin.
33. Sarkees-Wircenski, M., &Wircenski, J. L. (1994). Transition programming for individuals from special populations. In A. J. Paulter, Jr. (Ed.), High school to employment transition: Contemporary issues (pp. 139-149). Ann Arbor, MI: Prakken Publications.
34. Schilling, S., Carlisle, J. F., Scott, S. E., & Zeng, J. (2007). Are fluency measures accurate predictors of reading achievement? The Elementary School Journal, 107(5), 429-448.
35. Shaw, R., & Shaw, D. (2002). DIBELS oral reading fluency-based indicators of third grade reading skills for Colorado State Assessment Program (CSAP). (Technical Report). Eugene, OR: University of Oregon.
36. Simon, S. (1999). ROC curve. Children's Mercy Hospitals and Clinics. Retrieved December 27, 2005, from http://www.childrens-mercy.org/stats/ask/roc.asp
37. Sinclair, A. L., & Thacker, A. A. (2005). Relationships among the Pennsylvania System of School Assessment (PSSA) scores, university proficiency exam scores, and college course grades in English and math. HumRRO Report FR-05-55. Louisville, KY: Human Resources Research Organization.
38. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
39. Strik, J., Honig, A., Lousberg, R., & Denollet, J. (2001). Sensitivity and specificity of observer and self-report questionnaires in major and minor depression following myocardial infection. Psychosomatics, 42, 423-428.
40. Swets, J. A. (1988). Measuring the accuracy of diagnostic systems. Science, 240, 1285-1293.
41. Thacker,A. A., Dickinson, E. R.,&Koger, M. E. (2004). Relationships among the Pennsylvania System of School Assessment (PSSA) and other commonly administered assessments. HumRRO Report FR-04-33. Louisville, KY: Human Resources Research Organization.
42. Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
43. Vander Meer, C. D., Lentz, F. E., & Stollar, S. (2005). The relationship between oral reading fluency and Ohio proficiency testing in reading. (Technical Report). Eugene, OR: University of Oregon.
44. Wilson, J. (2005). The relationship of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency to performance on Arizona Instrument to Measure Standards (AIMS). (Technical Report). Tempe, AZ: Assessment and Evaluation Dept.
45. Zweig, M. H., & Campbell, G. (1993). Receiver-operating characteristic (ROC) plots: A fundamental evaluation tool in clinical medicine. Clinical Chemistry, 39, 561-577.