ERIC Number: ED453526
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven Model: Steps to Reading Outcomes.
Good, Roland H., III; Kaminski, Ruth A.; Simmons, Deborah; Kame'enui, Edward J.
OSSC Bulletin, v44 n1 Win 2001
The importance of all children achieving adequate reading outcomes by the end of third grade cannot be overstated. Awareness is growing nationwide of the dividends of early reading success and the dire consequences of early reading failure. Schools need a prevention-oriented assessment and intervention system to prevent reading difficulties from occurring and to keep children on track for achieving reading outcomes. This monograph describes the use of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Curriculum-Based Measurement Reading within an Outcomes-Driven Model of educational decision making. The model is prevention-oriented and is designed to preempt reading difficulties and support all children to achieve adequate reading outcomes by the end of third grade. The model incorporates conceptual foundations regarding crucial early literacy skills for assessment and instruction and is focused on empirically validated outcomes for each early literacy skill. The model builds on reliable and valid measures of essential early literacy skills (DIBELS) to be used to document growth toward outcomes, as well as a set of steps for using the data generated by the measures at both the individual and systems levels. In this monograph, descriptions of the big ideas of early literacy--phonological awareness, alphabetic principle, accuracy and fluency with connected text--are provided and each step of the Outcomes-Driven Model is described with examples provided illustrating each component decisions for individual students. The monograph concludes with a discussion of the use of DIBELS data within an Outcomes-Driven Model to make school- or district-wide decisions at a systems level. (Contains 28 references, and 10 figures and 2 tables of data.) (Author/RS)
Descriptors: Early Intervention, Emergent Literacy, Evaluation Methods, Outcomes of Education, Primary Education, Reading Achievement, Reading Difficulties, Reading Fluency, Reading Improvement, Student Evaluation
Oregon School Study Council, 217 Education Building, 1571 Alder St., College of Education, 1215 University of Oregon, Eugene, OR 97403-1215 ($10 member, $15 nonmember). Tel: 541-346-1397; Fax 541-346-5818.
Publication Type: Collected Works - Serials; Reports - Descriptive
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Oregon School Study Council, Eugene.