ERIC Number: EJ1071337
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 105
Using the Dynamic Indicators of Basic Early Literacy Skills with Students Who Are Deaf or Hard of Hearing: Perspectives of a Panel of Experts
Luckner, John L.
American Annals of the Deaf, v158 n1 p7-19 2013
Early literacy skills serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for reading in preschools and elementary schools for typical hearing students are the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The purpose of this study was to gather the perceptions of a panel of experts in the area of reading and individuals who are deaf or hard of hearing regarding the potential appropriateness of using the subtests of the DIBELS with students who are deaf or hard of hearing. Results, as well as practical and research implications, are provided.
Descriptors: Emergent Literacy, Reading Tests, Reading Skills, Reading Strategies, Deafness, Hearing Impairments, At Risk Students, Reading Failure, Testing Accommodations, Disability Identification, Vocabulary, Articulation Impairments, Timed Tests, Scoring
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)