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ERIC Number: EJ844903
Record Type: Journal
Publication Date: 2009-May
Pages: 24
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0748-8491
Monitoring Children's Growth in Early Literacy Skills: Effects of Feedback on Performance and Classroom Environments
Ball, Carrie; Gettinger, Maribeth
Education and Treatment of Children, v32 n2 p189-212 May 2009
The study examined the benefits of providing kindergarten teachers with feedback about students' performance on early literacy progress-monitoring probes. Students were administered the "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)" in fall, winter, and spring; classroom environment was evaluated using the "Early Language and Literacy Classroom Observation (ELLCO)" in fall and spring. Teachers received either (a) specific information about students' performance on the "DIBELS" or (b) descriptive information about the "DIBELS" without performance feedback. Students whose teachers received feedback (n=55) made greater improvements on two "DIBELS" subtests compared to students whose teachers did not receive feedback (n=48). Feedback did not lead to greater change in classroom environment. Implications for using progress-monitoring to promote early literacy skill development are discussed. (Contains 4 figures and 3 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A