ERIC Number: EJ823890
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-3830
EISSN: N/A
Beyond Correlational Analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Classification Validity Study
Nelson, Jason M.
School Psychology Quarterly, v23 n4 p542-552 Dec 2008
This study investigated the classification validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) using a sample of kindergarteners (N = 177). Results indicated the cutoff scores for determining "at-risk" status on the DIBELS produced substantial false negative rates. Cutoff scores identifying students as at "some risk" produced substantial false positive rates. At both levels of risk status, the DIBELS showed low positive predictive power, but high negative predictive power, indicating it was far better at identifying students with adequate reading skills than those with inadequate reading skills. Recommendations for appropriate use of the DIBELS for reading screening and suggestions for future research are provided. (Contains 4 tables.)
Descriptors: Validity, Classification, Emergent Literacy, Reading Skills, Instructional Effectiveness, Measures (Individuals), Kindergarten, Young Children, Scores, At Risk Students, Identification, Cutting Scores, Prediction, Screening Tests, Research Needs, Phonological Awareness, Reading Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A