NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830044
Record Type: Journal
Publication Date: 2009-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1938-8071
Does DIBELS Put Reading First?
Shelton, Nancy Rankie; Altwerger, Bess; Jordan, Nancy
Literacy Research and Instruction, v48 n2 p137-148 Apr 2009
Schools across the nation are responding to reading assessment mandates by turning to DIBELS (Dynamic Indicators of Basic Early Literacy Skills), a program endorsed by the Federal Reading First Grant Office, to assess fluency on a range of reading-related tasks. DIBELS makes strong claims regarding its usefulness in documenting reading progress and predicting success on standardized tests and is frequently used to group and level students for intervention and instruction. This article addresses the effectiveness of using DIBELS to assess second-grade readers and presents an analysis of the relationship between DIBELS Oral Reading Fluency (DORF) and authentic reading. Our data show no connection between DORF and students' oral reading fluency and comprehension of authentic literature and questions the usefulness of DIBELS. (Contains 1 table and 1 footnote.)
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 - Evaluative
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001