ERIC Number: EJ1096531
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Interpreting Reading Assessment Data: Moving From Parts to Whole in a Testing Era
Amendum, Steven J.; Conradi, Kristin; Pendleton, Melissa J.
Intervention in School and Clinic, v51 n5 p284-292 May 2016
This article is designed to help teachers interpret reading assessment data from DIBELS beyond individual subtests to better support their students' needs. While it is important to understand the individual subtest measures, it is more vital to understand how each fits into the larger picture of reading development. The underlying construct of each DIBELS subtest is unpacked, followed by a demonstration of how teachers can (a) interpret results and (b) design high-quality interventions around the reading constructs, rather than teaching to individual subtests. Two classroom examples are presented that were designed to illustrate realigned interpretation of assessment results.
Descriptors: Reading Tests, Data Interpretation, Student Needs, Elementary School Students, Holistic Approach, Outcome Measures, Classroom Techniques, Reading Improvement, Reading Skills, Reading Fluency, Scores, Decoding (Reading), Phonemic Awareness, Alignment (Education), Teaching Guides, Emergent Literacy
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A