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ERIC Number: EJ817758
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1534-5084
A Response-to-Intervention Approach to Decreasing Early Literacy Differences in First Graders from Different Socioeconomic Backgrounds: Evidence for the Intervention Validity of the DIBELS
Hagans, Kristi S.
Assessment for Effective Intervention, v34 n1 p35-42 2008
Federal legislation mandates that local education agencies provide quality, evidence-based supplemental educational services to struggling learners. Nowhere is this more salient than in underperforming schools serving children from low-income backgrounds who are at risk for developing learning problems. The study described in this article investigated the intervention validity of two measurement tasks from the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) on the acquisition of early literacy skills of 75 first graders from low-income backgrounds. Results indicate that the DIBELS measures effectively modeled expected student growth and informed instructional planning that ultimately led to increased student outcomes. (Contains 4 tables and 2 figures.)
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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Metropolitan Readiness Tests; Stanford Diagnostic Reading Test; Woodcock Johnson Psycho Educational Battery