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ERIC Number: EJ824753
Record Type: Journal
Publication Date: 2009-Jan
Pages: 16
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0270-2711
Using DIBELS: A Survey of Purposes and Practices
Hoffman, Amy R.; Jenkins, Jeanne E.; Dunlap, S. Kay
Reading Psychology, v30 n1 p1-16 Jan 2009
Using a mail survey and face-to-face interviews, this study explored educators' use of and perceptions about DIBELS, a widely used reading assessment and intervention instrument. Analysis included tabulations and a conceptual analysis of extended responses. Most frequent uses for DIBELS included identification of at-risk students, intervention development, and progress monitoring. However, respondents were less clear about how progress monitoring data informed their instruction and whether DIBELS was aligned with state-mandated testing. Time issues were perceived as both positive (quick to administer) and negative (administered individually and repeatedly) factors. Mirroring the literature, respondents expressed both strong positive and negative views about DIBELS. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A