Assessment - The Florida Center for Reading Researchfcrr.org/assessment/pdf/sruss/SRUSSManual.pdf · measures (letter naming fluency and initial sound fluency). This manual is

DIBELSTM

Dynamic Indicators ofBasic Early Literacy SkillsTM

School ReadinessUniform Screening System

(SRUSS)Version

©Florida State University. All rights reservedThe Florida Center for Reading Research

Tallahassee, Floridahttp://www.fcrr.org

adapted with permission from theUniversity of Oregon

http://dibels.uoregon.edu

Florida’sReading

FirstAssessment

Florida’s Reading First Assessment: DIBELSTM

Preface

For the 2004-2005 school year, Florida will include the DynamicIndicators of Basic Early Literacy Skills (DIBELS™) as a part of theSchool Readiness Uniform Screening System (SRUSS). With permissionof the Florida Center for Reading Research (FCRR), and Dr. Roland Goodand Dr. Ruth Kaminski at the University of Oregon, this manual isbeing provided to all school districts to support the administration andscoring of DIBELS™.

SRUSS will include the administration of the first two DIBELS™measures (letter naming fluency and initial sound fluency). This manual isprovided to school districts to be used to support training of district staff.To facilitate the training process for school districts, all materials andactivities used in the course of a DIBELS™ training session are included inthis document.

School district staff may be trained in the administration and scoringof DIBELS™ by DIBELS™ facilitators (local trainers). DIBELS™facilitators are individuals who have been trained to administer and scoreDIBELS™, have screened at least 20 students at each grade level(kindergarten through third grade), and have received additionaladvanced training. Through FCRR and Project CENTRAL at the Universityof Central Florida, significant training in DIBELS™ has been conductedthroughout the state over that past several years. Every district has acadre of trained facilitators who can conduct training to build school-levelcapacity to administer the instrument.

The content of this manual is limited to the DIBELS™ measures. Additionalinformation on the implementation of SRUSS for the coming school yearwill be provided by the Department of Education through technicalassistance papers and the publication of the SRUSS AdministrationManual. For additional information on SRUSS, please contact CathyBishop or Wanda Akisanya, program specialists with the FloridaDepartment of Education. They may be reached via electronic mail [email protected] or [email protected].

Implementing Reading First Progress MonitoringMeasures

Acknowledgments

The Florida Center for Reading Research (FCRR), created in February 2002 byGovernor Bush, has as its mission the discovery, creation, cataloging andapplication of cutting-edge reading research in Florida classrooms. The Center isan integral part of the reading leadership triangle, working collaboratively with theJust Read, Florida! Office of the Department of Education (DOE) and ReadingFirst Professional Development at the University of Central Florida.

As stated in the Reading First grant,

“Florida clearly recognizes that, in order to produce better readingoutcomes for children in grades K-3, schools must make changes in threeareas. First, schools must increase the quality and consistency ofinstruction in the classroom so that it reflects the instructional principlesderived from scientifically based research in reading. Second, they mustimprove the use of information obtained from early reading assessment sothat struggling readers can be identified and provided additional instructionin an appropriate and timely manner. Finally, schools must establishprocedures to provide struggling readers with intensive interventions tosupplement the instruction they receive in the regular classroom. Weexpress these needed changes in a simple formula: 5 + 3 + double i (ii) +triple i (iii) = improved reading outcomes.

“We want to ensure that every K-3 classroom in Florida providessystematic, high quality instruction that focuses on the five (5) componentsof reading instruction: phonemic awareness, phonics, fluency, vocabularyand comprehension. In addition, we are committed to improving the use ofthree (3) important types of assessment to guide reading instruction(screening, diagnostics, and progress monitoring). We believe that InitialInstruction (ii) must be grounded in scientifically based reading researchand aligned with the Sunshine State Standards for reading. Finally, we arecommitted to the idea that many children will require Immediate IntensiveIntervention (iii) to make adequate progress in learning to read. We mustassist schools and teachers in the development of expertise in all theseareas, and we must have a management plan in place to guide theimplementation of these ideas over time.”

The Reading First grant assigned the responsibility for assessment training andtechnical assistance to the FCRR. The training contained in this manual and

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accompanying materials would not have been possible without the support ofGovernor Jeb Bush and Commissioner of Education Jim Horne. Theircommitment to academic excellence and monitoring of student progress toachieve grade-level mastery of reading goals was the impetus for the creation ofthe FCRR and, ultimately, the development and implementation of the ReadingFirst assessment training and technical assistance activities.

Mary Laura Openshaw, Director of the Just Read, Florida! Office, and ChristyHovanetz, former Director of the Reading First program, have been instrumentalin coordinating and supporting the work of the FCRR in bringing this training towell over one-half of Florida’s school districts since 2001.

Much of the content of this training is credited to the work of Dr. Roland Good, Dr.Ruth Kaminski and colleagues at the University of Oregon who created thesystem we know as DIBELSTM. They have unselfishly shared their expertise andresources with educators across the country for many years, and they havemaintained an open and supportive communication system with FCRR staff asthe Florida Reading First assessment model was being created and put intopractice. The Florida model depends heavily on their past work, and through ourefforts, we hope to contribute substantially to continued research into earlyliteracy development and the role of DIBELSTM in identifying children at risk aswell as those who evidence proficiency and excellence in reading growth.

Florida is fortunate in having visionary leadership in reading instruction andassessment at the DOE. Under the able leadership of Ms. Shan Goff, K-12Deputy Chancellor for Student Achievement, the Department recognized early onthe importance of identification of at-risk students and the need for earlyinterventions to guide children toward a more positive reading growth path in theelementary grades. The Bureau of Instructional Support and CommunityServices has provided training and resources in assessment (curriculum-basedmeasurement and DIBELSTM) to school districts over the past ten years throughthe Student Support Services Project at the University of South Florida. Morerecently these training initiatives have been transitioned to Project CENTRAL atthe University of Central Florida where they continue to maintain momentum aswell as integration with proven instructional practices such as phonologicalawareness.

Several individuals and school districts deserve mention for their manycontributions to the growth of interest and commitment to reading progressmonitoring in schools and districts in Florida. A long-standing workgroup hasdevoted many hours to this effort and includes: Dr. Kathy Bradley-Klug, Ms.Bobbie Donelson, Dr. Suzanne Graney, Dr. Kelly Powell-Smith, Ms. Marie Rushand Dr. Pat Howard. Administrative support from a number of school districtshas supported the efforts of the workgroup, especially Indian River County, St.Lucie County, and Hernando County.

Staff, parents, and students in St. Lucie County and Pinellas County havegraciously provided their time and talents to the development of this Reading Firstprogress monitoring training. To them, and to Dr. Joe Torgesen, Director of theFlorida Center for Reading Research, we offer our deepest appreciation forcontinued support and commitment to this endeavor.

Patricia H. Howard, Ph.D., Director of Assessment ProgramsThe Florida Center for Reading Research

June 2004


Table of Contents

1. Training Overview• Objectives• Agenda• Day 2 Agenda• Overview of Measures• K-3 Assessment Flowchart• DIBELSTM Assessment Schedule• Recommended Uses of Student Data• University of Oregon Information

2. Letter Naming Fluency (LNF)• Administration and Scoring Procedures• Assessment Integrity Checklist• Practice Student #1, LNF• Breakout Activity

3. Sounds• All About Sounds

4. Initial Sound Fluency (ISF)• Administration and Scoring Procedures• Pronunciation Guide• Assessment Integrity Checklist• Practice Student #2, ISF• Practice Student #3, ISF• Practice Student #4, ISF• Breakout Activity

5. Phoneme Segmentation Fluency (PSF)• Administration and Scoring Procedures• Pronunciation Guide• Assessment Integrity Checklist• Practice Student #5, PSF• Practice Sheet “block”• Practice Student #6, PSF• Breakout Activity

6. Nonsense Word Fluency (NWF)• Administration and Scoring Procedures• Pronunciation Guide• Assessment Integrity Checklist• Practice Student #7, NWF• Practice Sheet “bov”• Practice Student #8• Breakout Activity

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Table of Contents

7. Oral Reading Fluency (ORF)• Administration and Scoring Procedures• Assessment Integrity Checklist• Practice Student #9, ORF• Practice Student #10, ORF• Practice Student #11, ORF• Breakout Activity

8. Score Interpretations

9. Accommodations

10. Implementation• Practicing DIBELSTM to Proficiency• Data Collection• Team Assessment Process• Individual Assessment Process

11. Resources• Resources/ Strategies for Reading• Glossary of Reading Terms• FCRR Contact Information

12. Registration and Evaluation Forms

TAB 1 Overview

Training Objectives

At the end of this session, participants will be able to:

· Administer and score the Dynamic Indicators of Basic EarlyLiteracy Skills (DIBELSTM) measures

· Use DIBELSTM data to make informed educational decisionsabout students and their reading strengths and weaknesses

· Work with targeted schools to develop a system for theadministration, scoring, and reporting of student data four timesa year

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Reading First DIBELSTM

Training Agenda, Day 1

1. Welcome, Introductions, Training Objectives

2. Overview of the 5 DIBELSTM Measures

3. Letter Naming Fluency (LNF)Skill Practice for LNFReview and Frequent Errors

4. All About Sounds

5. Initial Sound Fluency (ISF)Skill Practice for ISFReview and Frequent Errors

6. Phoneme Segmentation Fluency (PSF)Skill Practice for PSFReview and Frequent Errors

7. Nonsense Word Fluency (NWF)Skill Practice for NWFReview and Frequent Errors

8. Oral Reading Fluency (ORF)Skill Practice for ORFReview and Frequent ErrorsQualitative Features of Reading

9. Implementation K-3 Assessment Flowchart

Practicing DIBELSTM to Proficiency Setting Up Data Collection in Schools

10. Wrap Up and Training Evaluation

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Reading First DIBELSTM

Training Agenda, Day 2

• Review Administration and Scoring of Letter Naming Fluencyand Initial Sound Fluency

• Practice LNF and ISF with Students

• Review Administration and Scoring of PhonemeSegmentation Fluency, Nonsense Word Fluency, and OralReading Fluency

• Practice PSF, NWF, and ORF with Students

• Debrief – discuss any questions and concerns that came upwhile administering the measures

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Overview of Measures

Letter Naming Fluency: Intended for students in kindergartenand the beginning of first grade, this one-minute task provides ameasure of a student’s proficiency in naming uppercase and lowercaseletters. It is primarily an indicator of risk, and students identified atrisk should be instructed in phonological awareness and thealphabetic principle.

Initial Sound Fluency: This measure assesses a student’s abilityto recognize and produce the beginning sound(s) in an orallypresented word. It is administered through the late winter ofkindergarten. Students performing below expectations in thismeasure will benefit from instruction in phonological awareness.

Phoneme Segmentation Fluency: This one-minute taskmeasures a student’s ability to segment three- and four-phonemewords into their individual phonemes. The student must produceverbally the individual sounds in words that are presented by theexaminer. It is a good predictor of later reading achievement and isstrengthened by phonological awareness activities. It isadministered in kindergarten and first grades.

Nonsense Word Fluency: This measure is provided inkindergarten, first, and second grades and is a test of thealphabetic principle. It taps the student’s knowledge of letter-sound correspondence and the ability to blend letters into words.Students performing below expectations will benefit from activitiesfocusing on decoding.

Oral Reading Fluency: Students in grades one, two, and threewill be administered three passages from grade-level text as ameasure of their fluency in oral reading of connected text.Students who are weak in reading fluency will often experiencedifficulty in comprehending what they read.

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Reading Firstand

State Required AssessmentsK-3 Flowchart

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SRUSS DIBELSTM

Screening Schedule

Recommended Uses of Student Data

By Teachers• To identify students in need of more assistance• To determine if students are improving with extra

assistance• To set up reading groups and make changes if needed• To enhance parent conferences

By Principals• To identify where extra resources and support are

needed in specific classrooms and grade levels• To evaluate the effectiveness of new or continued

curriculum, specialized curriculum, and instructionalstrategies

• To evaluate the effectiveness of building-level strategies for organization and management

By School Districts• To identify schools in need of additional resources

(personnel,curriculum materials, instructional techniques)• To compare student outcomes across grade levels where resources are the same and different• To enhance professional development opportunities

targeting student outcomes and student needs

By Florida Center for Reading Research• To conduct research on the improvement of reading skills of students• To determine how well DIBELSTM predicts FCAT

performance in 3rd grade• To provide feedback to districts and schools on student performance through the web-based data management system

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© 2002 Dynamic Measurement Group, Inc. Revised: 07/02/03

Dynamic Indicators of Basic Early Literacy SkillsTM 6th Edition

DIBELSTM

DIBELS Oral Reading Fluency

DIBELS Retell Fluency

DIBELS Nonsense Word Fluency

DIBELS Phoneme Segmentation Fluency

DIBELS Letter Naming Fluency

DIBELS Initial Sound Fluency

DIBELS Word Use Fluency

Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End

Preschool Kindergarten First Grade Second Grade Third Grade

Administration and Scoring Guide

Edited By: Roland H. Good III Ruth A. Kaminski

University of Oregon

Available: http://dibels.uoregon.edu/

Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu/.

DIBELSTM Page 2

© 2002 Dynamic Measurement Group, Inc.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 6th Edition

Edited by Roland H. Good III & Ruth A. Kaminski


Published by Institute for the Development of Educational Achievement

University of Oregon CONTENTS Letter Naming Fluency........................................................................................................ 6

Ruth A. Kaminski and Roland H. Good III Initial Sound Fluency........................................................................................................... 10

Roland H. Good III, Deborah Laimon, Ruth A. Kaminski, and Sylvia Smith Phoneme Segmentation Fluency......................................................................................... 16

Roland H. Good III, Ruth Kaminski, and Sylvia Smith Nonsense Word Fluency...................................................................................................... 23

Roland H. Good III and Ruth A. Kaminski DIBELS Oral Reading Fluency and Retell Fluency ......................................................... 30

Roland H. Good III, Ruth A. Kaminski, and Sheila Dill Word Use Fluency................................................................................................................ 39

Roland H. Good III, Ruth A. Kaminski, and Sylvia Smith DIBELS Approved Accommodations ................................................................................ 44

Roland H. Good III and Ruth A. Kaminski DIBELS Instructional Recommendations: Intensive, Strategic, and Benchmark ........ 48

Roland H. Good III, Deb Simmons, Ed Kame’enui, Ruth A. Kaminski, and Josh Wallin

References............................................................................................................................. 67

DIBELSTM Page 3


Acknowledgements

Supported by Early Childhood Research Institute on Measuring Growth and Development

U.S. Department of Education (H024360010) Institute for the Development of Educational Achievement, University of Oregon

The authors acknowledge with appreciation the assistance of Deb Simmons, Ed Kame’enui, John Bratten, Debby Laimon, Karen Rush, Mark Shinn, Michelle

Shinn, Sylvia Smith, Ilsa Schwarz, Scott Baker, Shaheen Chowdri, Cheri Cornachione, Patricia Coyne, Shanna Davis, Kathleen Fleming, Jerry Gruba, Lisa

Habedank Stewart, Beth Harn, Kathrine Kohler, Elida Lopez, Dawn Sheldon-Johnson, Stephanie Vincent, Janet Otterstedt, Debbie Johnson, Ambre ReMillard,

David VanLoo, Hank Fien, Diane Hill, Rachel Katz, Jennifer Knutson, Pamela Raya-Carlton, Catherine Doyle, Susan Stephani, Nancy Bank, Chantal Dufour-

Martel, Jennifer Jeffrey, Katy Kimer, and Carol Stock Letter Naming Fluency Ruth A. Kaminski and Roland H. Good III Based on previous research by Marston and Magnusson (1988). Supported by the U.S. Department of Education grant H023B90057. Initial Sound Fluency Roland H. Good III, Deborah Laimon, Ruth A. Kaminski, and Sylvia Smith Based on Onset Recognition Fluency by Deborah Laimon and Roland Good. The authors acknowledge with appreciation the assistance of Melissa Finch, John Bratten, Nancy Bank, Ambre ReMillard, Diane Hill, Hank Fien, David VanLoo, Rachell Katz, Scott Baker, Stephanie Vincent, Lisa Habedank Stewart, and Marty Ikeda. Supported by Student-Initiated Grant (90CD0819) funded by the U. S. Department of Education, Special Education Programs. Phoneme Segmentation Fluency Roland H. Good III, Ruth Kaminski, and Sylvia Smith Based on a prior version of Phoneme Segmentation Fluency by Ruth Kaminski and Roland Good. The authors acknowledge with appreciation the assistance of Lisa Habedank, Dawn Sheldon Johnson, Scott Baker, Debby Laimon, Marty Ikeda, and others. Also supported by the U. S. Department of Education grant H023B90057. Nonsense Word Fluency Roland H. Good III and Ruth A. Kaminski The authors acknowledge with appreciation the assistance of Sylvia Smith, Mary Gleason-Ricker, Katherine Koehler. DIBELS Oral Reading Fluency Roland H. Good III, Ruth A. Kaminski, and Sheila Dill Based on the work on Curriculum-Based Measurement by Stan Deno and colleagues through the Institute for Research on Learning Disabilities, University of Minnesota. The authors

DIBELSTM Page 4


acknowledge with appreciation the assistance of Sylvia Smith, Nancy Bank, Chantal Dufour-Martel, Adeena Sarah and data collectors. Word Use Fluency Roland H. Good III, Ruth A. Kaminski, and Sylvia Smith The authors acknowledge with appreciation the assistance of Rachel Katz, Jennifer Jeffrey, Katy Kimer, Jennifer Knutson, and Carol Stock.

DIBELSTM Page 5


Educational Use Agreement DIBELSTM is a proprietary name referring to the work of Roland Good, Ruth Kaminski, and select colleagues (Dynamic Measurement Group, Inc., DMG). The intent of DMG is to make the DIBELS assessment tools available to the educational entities listed below. Such use, however, is not intended to and does not place the materials in the public domain. Photocopy masters of the materials are available at (dibels.uoregon.edu). Schools, school districts and multi-district agencies may make unlimited photocopies of these materials for internal educational use. In addition, Sopris West publishes a print version of the measures (www.sopriswest.com), and Wireless Generation provides a Palm application (www.wgen.net). These materials may not be resold on a for-profit basis without the express written consent of DMG and Sopris West. As a part of our program to provide the free photocopy masters and permission to photocopy described above, we do require all users to register on the website so that we may document usage as we pursue additional research and development funding, and so that we may notify users when new and improved materials are available. We also require that users copy the DIBELS materials without modification except as agreed to in advance and in writing by DMG. Modifications that would be agreed to include changing color or font of materials. Modifications that would not be permitted include removing logos or acknowledgements for contributions to the DIBELS materials. Any uses of our DIBELS materials that are inconsistent with the provisions of this Educational Use Agreement are strictly prohibited.

TAB 2 "LNF"

DIBELSTM – LNF Page 6


DIBELSTM - Letter Naming Fluency1 Dynamic Indicators of Basic Early Literacy Skills TM 6th Ed.


Directions for Administration and Scoring

Target Age Range

Letter Naming Fluency



Letter Naming Fluency (LNF) is intended for most children from fall of kindergarten through fall of first grade. A benchmark goal is not provided for LNF because it does not correspond to a big idea of early literacy skills (phonological awareness, alphabetic principle, and accuracy and fluency with connected text) and does not appear to be essential to achieve reading outcomes. However, students in the lowest 20 percent of a school district using local norms should be considered at risk for poor reading outcomes, and those between the 20th percentile and 40th percentile should be considered at some risk. For students at risk, the primary instructional goals should be in phonological awareness, alphabetic principle, and accuracy and fluency with connected text. Description DIBELS Letter Naming Fluency (LNF) is a standardized, individually administered test that provides a measure of risk. Students are presented with a page of upper- and lower-case letters arranged in a random order and are asked to name as many letters as they can. LNF is based on research by Marston and Magnusson (1988). Students are told if they do not know a letter they will be told the letter. The student is allowed 1 minute to produce as many letter names as he/she can, and the score is the number of letters named correctly in 1 minute. Students are considered at risk for difficulty achieving early literacy benchmark goals if they perform in the lowest 20% of students in their district. That is, below the 20th percentile using local district norms. Students are considered at some risk if they perform between the 20th and 40th percentile using local norms. Students are considered at low risk if they perform above the 40th percentile using local norms. The 1-month, alternate-form reliability of LNF is .88 in kindergarten (Good et al., in preparation). The median criterion-related validity of LNF with the Woodcock-Johnson Psycho-Educational Battery-Revised Readiness Cluster standard score is .70 in kindergarten (Good et al., in preparation). The predictive validity of kindergarten LNF with first-grade Woodcock-Johnson Psycho-Educational Battery-Revised Reading Cluster standard score is .65, and .71 with first-grade Curriculum-Based Measurement (CBM) oral reading fluency (Good et al., in preparation). 1 Prior editions were supported, in part, by the Early Childhood Research Institute on Measuring Growth and Development (H180M10006) and Student-Initiated Grant (H023B90057) funded by the U. S. Department of Education, Special Education Programs. Kaminski, R. A., & Good, R. H. (2002). Letter Naming Fluency. In R. H. Good & R. A. Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu/.



Materials: Student copy of probe, examiner copy of probe, clipboard, stopwatch, and colored scoring pen.

Directions for Administration:

1. Place the student copy of probe in front of the student.

2. Place the examiner probe on clipboard and position so that the student cannot see what you record.

3. Say these specific directions to the student:

Here are some letters (point). Tell me the names of as many letters as you can. When I say “begin”, start here (point to first letter), and go across the page (point). Point to each letter and tell me the name of that letter. If you come to a letter you don’t know I’ll tell it to you. Put your finger on the first letter. Ready, begin.

4. Start your stop watch.

5. Follow along on the examiner probe. Put a slash ( ) through letters named incorrectly (see scoring procedures)

6. If the student provides the letter sound rather than the letter name, say, “Remember to tell me the letter name, not the sound it makes.” This prompt may be provided once during the administration. If the student continues providing letter sounds, mark each letter as incorrect and indicate what the student did at the bottom of the page.

7. At the end of 1 minute, place a bracket ( ] ) after the last letter named and say, “Stop.” Directions for Scoring:

1. Discontinue Rule. If the student does not get any correct letter names within the first 10 letters (1 row), discontinue the task and record a score of 0.

2. 3 second rule. If the student hesitates for 3 seconds on a letter, score the letter incorrect, provide the correct letter, point to the next letter, and say “What letter?” This prompt may be repeated. For example, if the letters are “t L s” and the student says, “t” (3 seconds), prompt by saying, “L” (point to s) What letter?”

Letters Student Says Prompt Scoring Procedure

t L s U

i g W r

“t” (3 sec)

“i g” (3 sec)

“L What letter?” (point to s)

“W What letter?” (point to r)

t L s U

i g W r

3. Self correct. If a student makes an error and corrects him or herself within 3 seconds, write “SC” above the letter and do not count it as an error.



4. Incorrect letter. A letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”)

Letters Student Says Scoring Procedure Correct Letters

t D s U

t D s U

“t…b…s…u”

“t…d…g…o”

t D s U

t D s U

3 /4

2 /4

5. Omissions. A letter is incorrect if the student omits the letter.


t D s U

t D s U

“t…s…u”

“t…u”

t D s U

t D s U

3 /4

2 /4

6. Similar shaped font. For some fonts, including times, the upper case letter “i,” and the lower case letter “L” are difficult or impossible to distinguish. A response of either “i” or “L” is scored as correct. For example, if the letters are “I (upper case i) D s l (lower case L)” and the student names them both L, score as correct.


I D s l “l…d…s…l” I D s l 4 /4

7. Articulation and dialect. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, if the student consistently says /th/ for /s/ and pronounces “thee” for “see” when naming the letter “C”, he/she should be given credit for naming letter correctly. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns.


c D s U “thee…d…eth…u” c D s U 4 /4

8. Skips row. If a student skips an entire row, draw a line through the row and do not count the row in scoring.



DIBELSTM Letter Naming Fluency Assessment Integrity Checklist

Directions: As the observer, please observe setup and directions, time and score the test with the examiner, check examiner’s accuracy in following procedures, and decide if examiner passes or needs more practice.

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√ box to indicate Fine or Needs Practice 1. Performs standardized directions verbatim:

Here are some letters. Tell me the names of as many letters as you can. When I say “begin,” start here, and go across the page. Point to each letter and tell me the name of that letter. If you come to a letter you don’t know I’ll tell it to you. Put your finger on the first letter. Ready, begin.

2. Holds clipboard and stopwatch so child cannot see what (s)he records.

3. Starts stopwatch after saying “begin.”

4. At the end of 1 minute, places a bracket ( ] ) after the last letter named and says, “Stop.”

5. If child does not respond in 3 seconds, tell them the letter and score the letter as incorrect.

6. Follows along on the examiner sheet and slashes incorrect letters.

7. Follows discontinue rule if child does not produce any correct letter names in the first 10 letters (one row). Records score of 0 for the probe.

8. If child says letter sounds instead of letter names, uses prompt, “Remember to tell me the letter name, not the sound it makes.” Prompts once, scores further letter sounds as incorrect, and notes what child did on score sheet.

9. Records the total number of correct letter names in 1 minute.

10. Shadow score with the examiner. Is he/she within 2 points on the final score?

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of t

he L

NF

mea

sure

.

Rou

nd

2 E

xam

iner

St

uden

t O

bser

ver

TAB 3"Sounds"

The 44 Sounds of Standard English

Consonants

23. /th/

this

1. /b/ boy 24. /hw/ wheel 2. /d/ dog 25. /ng/ ring 3. /f/ fan Vowels 4. /g/ gate 26. /a/ cake 5. /h/ hat 27. /e/ feet 6. /j/ jump 28. /i/ ice 7. /k/ kite 29. /o/ oat 8. /l/ leaf 30. /u/ use

9. /m/ mop 31. /a/ apple 10. /n/ nest 32. /e/ bed 11. /p/ pig 33. /i/ it 12. /r/ rabbit 34. /o/ block 13. /s/ sun 35. /u/ duck 14. /t/ toe 36. /∂/ alarm 15. /v/ vase 37. /or/ for 16. /w/ wagon 38. /ir/ur/er/ bird 17. /y/ yellow 39. /ar/ car 18. /z/ zebra 40. /aw/ saw

19. /ch/ cheese 41. /oi/ boy 20. /sh/ shell 42. /ou/ house 21. /zh/ treasure 43. /oo/ boot 22. /th/ thumb 44. /oo/ foot

TAB 4"ISF"

DIBELSTM – ISF Page 10


DIBELSTM - Initial Sound Fluency1 Dynamic Indicators of Basic Early Literacy Skills TM 6th Ed.



Target Age Range

Initial Sound Fluency



Initial Sound Fluency is intended for most children from the last year of preschool through the middle of kindergarten. It may be appropriate for monitoring the progress of older children with very low skills in phonological awareness. Description DIBELSTM Initial Sound Fluency (ISF) is a standardized, individually administered measure of phonological awareness that assesses a child’s ability to recognize and produce the initial sound in an orally presented word (Kaminski & Good, 1998; Laimon, 1994). The examiner presents four pictures to the child, names each picture, and then asks the child to identify (i.e., point to or say) the picture that begins with the sound produced orally by the examiner. For example, the examiner says, “This is sink, cat, gloves, and hat. Which picture begins with /s/?” and the student points to the correct picture. The child is also asked to orally produce the beginning sound for an orally presented word that matches one of the given pictures. The examiner calculates the amount of time taken to identify/produce the correct sound and converts the score into the number of onsets correct in a minute. The ISF measure takes about 3 minutes to administer and has over 20 alternate forms to monitor progress. The ISF measure is a revision of the Onset Recognition Fluency (OnRF) measure incorporating minimal revisions. Alternate-form reliability of the OnRF measure is .72 in January of kindergarten (Good, Kaminski, Shinn, Bratten, Shinn, & Laimon, in preparation). By repeating the assessment four times, the resulting average is estimated to have a reliability of .91 (Nunnally, 1978). The concurrent, criterion-related validity of OnRF with DIBELS PSF is .48 in January of kindergarten and .36 with the Woodcock-Johnson Psycho-Educational Battery Readiness Cluster score (Good et al., in preparation). The predictive validity of OnRF with respect to spring-of-first-grade reading on CBM ORF is .45, and .36 with the Woodcock-Johnson Psycho-Educational Battery Total Reading Cluster score (Good et al., in preparation). The

1 Prior editions were supported, in part, by the Early Childhood Research Institute on Measuring Growth and Development (H180M10006) funded by the U. S. Department of Education, Special Education Programs and Student-Initiated Grant (90CD0819) funded by the U. S. Department of Education, Special Education Programs. The authors acknowledge with appreciation the assistance of Melissa Finch, John Bratten, Nancy Bank, Ambre ReMillard, Diane Hill, Hank Fien, David VanLoo, Rachell Katz, Jennifer Knutson, Scott Baker, Stephanie Vincent, Lisa Habedank Stewart, and Marty Ikeda. Images are modified, published, and distributed by license from Nova Development Corporation (1998). Good, R. H., Laimon, D., Kaminski, R. A., & Smith, S. (2002). Initial Sound Fluency. In R. H. Good & R. A. Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu/.



benchmark goal is 25 to 35 initial sounds correct by the middle of kindergarten. Students scoring below 10 initial sounds correct in the middle of kindergarten may need intensive instructional support. Materials: Examiner copy of probe, student practice pictures, student probe pictures, clipboard,

stopwatch, colored pen. Directions for Administration

1. Place examiner copy of probe on clipboard and position so that student cannot see what you record.

2. Place the student copy of 4 practice pictures in front of the child.

3. Say these specific directions to the student: This is mouse, flowers, pillow, letters. (point to each picture while saying its name) Mouse (point to mouse) begins with the sound /m/. Listen, /m/ mouse. Which one begins with the sounds /fl/?

CORRECT RESPONSE: Student points to flowers, you say,

INCORRECT RESPONSE: If student gives any other response, you say,

Good. Flowers begins with the sounds /fl/.

Flowers (point to flowers) begins with the sounds /fl/. Listen, /fl/ flowers. Lets try it again. Which one begins with the sounds /fl/?

Pillow (point to pillow) begins with the sound /p/. Listen, /p/ pillow. What sound does letters (point to letters) begin with?

CORRECT RESPONSE: Student says /l/, you say,


Good. Letters begins with the sound /l/.

Letters (point to letters) begins with the sound /l/. Listen, /l/ letters. Lets try it again. What sound does letters (point to letters) begin with?

Here are some more pictures. Listen carefully to the words. 4. Show the child the first page of student probe pictures. Point to each picture and say the

name following the standardized directions.

5. Present the first question as written on the score sheet. After you finish asking the question, begin your stopwatch. Stop your stopwatch as soon as the child responds. If the child does not respond after 5 seconds, score the question as zero and present the next question.



6. As soon as the student responds, present the next question promptly and clearly. Begin your stopwatch after you have said the question, and stop it as soon as the student responds, as above.

7. Score the child’s response as either correct (1 point) or incorrect (0 points).

8. If the child stops or struggles with a question for 5 seconds, score the question as zero and present the next question.

9. After the first 4 questions, proceed to the next page of student probe pictures. Continue until the end of the questions. When the child finishes the last question, record the total time on your stopwatch in seconds and add the number of correct responses. Record the total number correct and the time in seconds on the bottom of the scoring sheet.

10. Calculate the ISF Score using the formula:

ISF =

11. Prompting Rule. If a child has done the examples correctly and does not answer the questions correctly, say “Remember to tell me a picture that begins with the sound (repeat stimulus sound).” This prompt can be given once.

Directions for Scoring

1. Discontinue Rule. If a child has a score of 0 on the first five questions, discontinue the probe and give a score of 0.

2. If the child names the correct picture instead of pointing to it, score as correct.

PROMPT: STUDENT SAYS: SCORE:

This is pie, letter, flower and mouse. Which picture begins with /p/? “pie” 0 1

3. If the child re-names a picture and the name begins with the correct (target) initial sound, score as correct. For example, if the target picture is “hand” for /h/ and the student points at road and says “highway,” score as correct.


This is road, barn, hand and egg. Which picture begins with /h/? “highway” 0 1

4. If the child re-names the picture and the name begins with an incorrect initial sound, score as incorrect. For example, if the target picture is “barn” for /b/ and the student points at barn but says, “house,” score as incorrect.


This is road, barn, hand and egg. Which picture begins with /b/? “house” 0 1

60 x Number Correct Seconds



5. Correct Initial Consonant Sound: If the word starts with an initial consonant sound, the child can respond with the first sound or initial sounds. For example, if the word is “clock” a correct initial sound would be /c/ or /cl/ or /klo/ but not /l/ or “clock.”


What sound does “clock” begin with?





/k/

/kl/

/klo/

/l/

“clock”

0 1

0 1

0 1

0 1

0 1

6. Correct Initial Vowel Sound: If the word starts with an initial vowel sound, the child can respond with the initial vowel sound or initial sounds. For example, if the word is “elephant” a correct initial sound would be /e/ or /el/ or /ele/, but not the name of the letter /ea/.


What sound does “elephant” begin with?




/e/

/el/

/ea/

/ele/

0 1

0 1

0 1

0 1

7. Schwa sound (/u/) added to a consonant is not counted as an error. Some phonemes cannot be pronounced correctly in isolation without a vowel, and some early learning of sounds includes the schwa.




/ku/

/klu/

0 1

0 1

8. Articulation Difficulty: The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, the student responds /th/ when asked for the first sound in “sink.” If the student consistently says /th/ for /s/, as in “thircle” for “circle,” he or she should be given credit for a correct initial sound. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns.


What sound does “sink” begin with? /th/ 0 1



Pronunciation Guide: Different regions of the country use different dialects of American English. These pronunciation examples may be modified or distinguished consistent with regional dialects and conventions. See scoring note on Page 12 for clarification.

Phoneme Phoneme Example Phoneme Phoneme Example /ai/ bait /th/ thin /ea/ bead /TH/ then /ie/ tie /sh/ shed /oa/ boat /SH/ measure or beige /oo/ food /ch/ chin /a/ bad /j/ jam & edge /e/ bed /p/ pen /i/ bid /t/ tap /o/ cod or law /k/ can /u/ bud and “a” in about /b/ bat /uu/ good /d/ dad /ow/ cow /g/ gun or frog /oi/ noise or point /m/ man or jam /ar/ (1 phoneme) car /n/ nap /ir/ (1 phoneme) bird /ng/ sing /or/ (1 phoneme) for /f/ fat /ai/ /r/ (2 phonemes) chair /v/ van /ea/ /r/ (2 phonemes) clear /s/ sit /oo/ /r/ (2 phonemes) tour /z/ zoo /r/ rat or frog /l/ lap /w/ wet /h/ hot /y/ yell



DIBELSTM Initial Sound Fluency Assessment Integrity Checklist


Fine

Nee

ds

Prac

tice


This is mouse, flowers, pillow, letters. Mouse begins with the sound /m/. Listen, /m/ mouse. Which one begins with the sounds /fl/?

CORRECT RESPONSE INCORRECT RESPONSE Good. Flowers begins with

the sounds /fl/. Flowers begins with the sounds /fl/ (point to flowers). Listen, /fl/ flowers. Let's try it again. Which one begins with the sounds /fl/?

Pillow begins with the sound /p/. Listen, /p/ pillow. What sound does letters begins with?

CORRECT RESPONSE INCORRECT RESPONSE Good. Letters begins with

the sound /l/. Letters begins with the sound /l/. Listen, /l/ letters. Let's try it again. What sound does letters begin with?

2. Responds to correct and incorrect responses as directed.


4. Starts the stopwatch immediately after presenting the question and stops the stopwatch as soon as child responds.

5. Points to each picture while saying its name.

6. Moves through pictures and questions promptly and clearly.

7. Marks correct responses as 1, incorrect responses as 0.

8. If child does not respond in 5 seconds, scores question as 0 and present next question.

9. Follows discontinue rule if child has a score of 0 after first 5 questions. Records score of 0.

10. Uses correction procedure if child did examples correctly but does not answer correctly: Remember to point/tell me a picture that begins with the sound (stimulus sound).

11. Records the cumulative time from the stopwatch in seconds.

12. Records the number of correct responses.

13. Shadow score with the examiner. Is he/she within 1 point on the number of correct responses and within 2 seconds on the total time?

14. Calculates score correctly: ISF =

60 x Number CorrectSeconds

Initi

al S

ound

Flu

ency

Sh

ort F

orm

Dire

ctio

ns

Mak

e su

re th

e lo

ng fo

rm o

f dire

ctio

ns a

re re

adily

ava

ilabl

e to

clar

ifyun

expe

cted

pro

blem

s.

Initi

al S

ound

Flu

ency

Thi

s is

mou

se, f

low

ers,

pill

ow, l

ette

rs. (

poin

t to

each

pic

ture

whi

le

sayi

ng it

s na

me)

M

ouse

(poi

nt to

mou

se) b

egin

s w

ith th

e so

und

/m/.

Lis

ten,

/m/ m

ouse

. W

hich

one

beg

ins

with

the

soun

ds /f

l/?

CO

RR

ECT

RES

PON

SE:

INC

OR

REC

T R

ESPO

NSE

:

Let's

try

it a

gain

. Whi

ch o

ne b

egin

s

Stud

ent p

oint

s to

flow

ers,

you

sa

yG

ood.

Flo

wer

s be

gins

w

ith th

e so

unds

/fl/.

with

the

soun

ds /f

l/?

If s

tude

nt g

ives

any

oth

er re

spon

se, y

ou s

ay,

Flo

wer

s (p

oint

to fl

ower

s) b

egin

s w

ith

the

soun

ds /f

l/. L

iste

n, /f

l/ flo

wer

s.

Pil

low

(poi

nt to

pill

ow) be

gins

with

the

soun

d /p

/. Li

sten

, /p/

pillo

w.

Wha

t sou

nd d

oes

lette

rs (p

oint

to le

tters

) beg

in w

ith?

CO

RR

ECT

RES

PON

SE:

INC

OR

REC

T R

ESPO

NSE

: S

tude

nt s

ays

/1/,

you

say

Goo

d. L

ette

rs b

egin

s

Her

e ar

e so

me

mor

e pi

ctur

es.

List

en c

aref

ully

to th

e w

ords

.

If st

uden

t giv

es a

ny o

ther

resp

onse

, you

say

, Le

tters

(poi

nt to

lette

rs) b

egin

s w

ith th

e w

ith th

e so

und

/l/.

2001

Goo

d &

Kam

insk

i Pa

ge 2

soun

d /l/

.Li

sten

, /l/

lette

rs.

Let's

try

it a

gain

. W

hat s

ound

doe

s let

ters

(p

oint

to le

tters

) beg

in w

ith?

Pra

ctic

e: S

tude

nt #

2

Initi

alSo

und

Flue

ncy

Thi

s is a

rab

bit,

a co

mb,

sci

ssor

s, a

nd a

tab

le (p

oint

to p

ictu

res)

.

Que

stio

n

1. W

hich

pic

ture

beg

ins w

ith /s

/?2.

W

hich

pic

ture

beg

ins w

ith /t

/?

3. W

hich

pic

ture

beg

ins w

ith /k

/?

4. W

hat s

ound

doe

s "r

abbi

t" b

egin

with

?

Thi

s is a

rul

er, a

fro

g, c

ake,

and

a s

quir

rel (

poin

t to

pict

ures

).

1. W

hich

pic

ture

beg

ins w

ith /f

r/?

2. W

hich

pic

ture

beg

ins w

ith /k

/?

3. W

hich

pic

ture

beg

ins w

ith /r

/?

4. W

hat s

ound

sdoe

s "s

quirr

el" b

egin

with

?

Scor

e

01

01

0 1

0 1

0 1

0 1

0 1

0 1

Thi

s is

a sa

ndw

ich,

a c

offe

e po

t, a

bird

, and

a d

ress

(poi

nt to

pic

ture

s).

1.

Whi

ch p

ictu

re b

egin

s w

ith /s

/0

1

2. W

hich

pic

ture

beg

ins w

ith /k

/0

13.

W

hich

pic

ture

beg

ins w

ith /d

r/0

14.

Wha

t sou

nd d

oes

"bird

" beg

in w

ith?

0

1

Thi

s is a

cow

, a te

leph

one,

a w

ater

mel

on, a

nd a

bed

(poi

nt to

pic

ture

s).

1.

Whi

ch p

ictu

re b

egin

s with

/w0

1

2. W

hich

pic

ture

beg

ins w

ith /

b/

01

3. W

hich

pic

ture

beg

ins w

ith /k

/?

01

4.

Wha

t sou

nd d

oes

"tel

epho

ne" b

egin

with

01

Tim

e:

Seco

nds

Tot

al C

orre

ct: _

60 x

Tot

al C

orre

ct =

Cor

rect

Initi

al S

ound

s per

Min

ute

Seco

nds

Prac

tice:

Stu

dent

#3

Initi

al S

ound

Flu

ency

Thi

s is

a f

ork,

a c

low

n, a

pig

, and

a t

ooth

brus

h (p

oint

to p

ictu

res)

.

Que

stio

n

1.

Whi

ch p

ictu

re b

egin

s with

/p/?

2.

Whi

ch p

ictu

re b

egin

s w

ith /c

l/?

3. W

hich

pic

ture

beg

ins

with

/t/?

4.

Wha

t sou

nd d

oes

"for

k"be

gin

with

?

Thi

s is

a p

lane

, a s

poon

, a b

ull,

and

a pi

n (p

oint

to p

ictu

res)

.

1. W

hich

pic

ture

beg

ins

with

/b/

?

2. W

hich

pic

ture

beg

ins w

ith /s

p/?

3. W

hich

pic

ture

beg

ins

with

/p/?

4. W

hat s

ound

doe

s "p

lane

" be

gin

with

?

Thi

s is

a s

poon

, a li

on, a

bri

dge,

and

a fi

sh (p

oint

to p

ictu

res)

.

1.

Whi

ch p

ictu

re b

egin

s with

/f/?

2.

Whi

ch p

ictu

re b

egin

s w

ith /l

/?

3. W

hich

pic

ture

beg

ins w

ith /b

r/?

4.

Wha

t sou

nd d

oes

"spo

on" b

egin

with

?

Thi

s is

a tu

rkey

, a se

win

g m

achi

ne, a

car

, and

a p

olic

e of

fice

r

(poi

nt to

pic

ture

s).

1. W

hich

pic

ture

beg

ins

with

/s/?

2. W

hich

pic

ture

beg

ins

with

/k/?

3.W

hich

pic

ture

beg

ins

with

/t/?

4. W

hich

soun

d do

es "

polic

eof

fice

r" b

egin

with

?

Scor

e

0 1

0 1

0

1

0

1

0

1

0

1

01

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0 1

0 1

Tim

e:

Seco

ndT

otal

Cor

rect

: ___

___

60

x T

otal

Cor

rect

=C

orre

ct In

itial

Sou

nds p

er M

inut

e Se

cond

s

Initi

al S

ound

Flu

ency

Sh

ort F

orm

Dire

ctio

ns

Mak

e su

re th

e lo

ng fo

rm o

f dire

ctio

ns a

re re

adily

ava

ilabl

eto

clar

ifyun

expe

cted

pro

blem

s.

Initi

alSo

und

Flue

ncy

Thi

s is

mou

se, f

low

ers,

pill

ow, l

ette

rs. (

poin

t to

each

pic

ture

whi

le

sayi

ng it

s na

me)

Mou

se (p

oint

to m

ouse

) beg

ins

with

the

soun

d/m

/

Lis

ten,

/m/

mou

se.

Whi

ch o

ne b

egin

s w

ith th

e so

unds

/fl/?

CO

RR

ECT

RES

PON

SE:

INC

OR

REC

T R

ESPO

NSE

:

Pil

low

(poi

nt to

pill

ow) be

gins

with

the

soun

d /p

/. Li

sten

, /p/

pillo

w.

Wha

t sou

nd d

oes

lette

rs (p

oint

to le

tters

) beg

in w

ith?

Stud

ent p

oint

s to

flo

wer

s, y

ou s

aysa

y G

ood.

Flo

wer

s beg

ins

wit

h th

e so

unds

/fl/.

CO

RR

ECT

RES

PON

SE:

INC

OR

REC

T R

ESPO

NSE

:

If st

uden

t giv

es a

ny o

ther

res

pons

e, y

ou s

ay,

Flo

wer

s (po

int t

o fl

ower

s) b

egin

s w

ith

the

soun

ds /f

l/. L

iste

n /fl

/flo

wer

s.

Let's

try

it ag

ain.

Whi

ch o

ne b

egin

s w

ith th

e so

unds

/fl/?

with

the

soun

d /l/

.

Stu

dent

say

s /I/

you

say

Goo

d. L

ette

rs b

egin

s so

und

/l/. L

iste

n, /l

/ let

ters

. Le

t's tr

y it

agai

n. W

hat s

ound

doe

s let

ters

(p

oint

to

lette

rs)b

egin

with

?

If st

uden

t giv

es a

ny o

ther

resp

onse

, you

say

, Le

tters

(poi

nt to

lette

rs) b

egin

s w

ith th

e

Her

e ar

e so

me

mor

e pi

ctur

es.

List

en c

aref

ully

to th

e wo

rds.

© 2

001

Goo

d &

Kam

insk

i

Pag

e 2

Prac

tice:

Stu

dent

#4

Initi

al S

ound

Flu

ency

Thi

s is

a b

us, a

pen

, a r

adio

, and

a m

op (p

oint

to p

ictu

res)

.

Que

stio

n

1.W

hich

pic

ture

beg

ins

with

/b

/?

2.

Whi

ch p

ictu

re b

egin

s w

ith /p

/?

3.

Whi

ch p

ictu

re b

egin

s with

/m/?

4. W

hat s

ound

doe

s "ra

dio"

beg

in w

ith?

Thi

s is

a be

ar, a

cir

cle,

a c

an, a

nd g

love

s (po

int t

o pi

ctur

es).

1. W

hich

pic

ture

beg

ins

with

/s/?

2. W

hich

pic

ture

beg

ins

with

/k/?

3. W

hich

pic

ture

beg

ins w

ith /g

l/?

4. W

hat s

ound

doe

s "be

ar"

begi

n w

ith?

Thi

s is

a sp

ider

, dic

e, a

clo

wn,

and

a p

iano

(poi

nt to

pic

ture

s).

1.

Whi

ch p

ictu

re b

egin

s w

ith /c

l/?

2. W

hich

pic

ture

beg

ins w

ith /s

p/?

3.

Whi

ch p

ictu

re b

egin

s w

ith /d

/?

4. W

hat s

ound

doe

s ''pi

ano"

be

gin

with

?

Thi

s is a

sew

ing

mac

hine

, a p

enci

l sha

rpen

er, c

orn,

and

a ba

lloon

(poi

nt to

pic

ture

s).

1. W

hich

pic

ture

beg

ins

with

/b/?

2.

Whi

ch p

ictu

re b

egin

s w

ith /s

/?

3.

Whi

ch p

ictu

re b

egin

s with

/k/?

4.

Wha

t sou

nd d

oes "

penc

il sh

arpe

ner"

beg

in w

ith?

Scor

e

0 1

0

1

0 1

0

1

Tim

e:

Seco

nds

Tot

al C

orre

ct: _

60 x

Tot

al C

orre

ct =

C

orre

ct In

itial

Sou

nds p

er M

inut

e Se

cond

s

Initi

al S

ound

Flu

ency

Sh

ort F

orm

Dire

ctio

ns

Mak

e su

re th

e lo

ng fo

rm o

f dire

ctio

ns a

re re

adily

ava

ilabl

e to

clar

ifyun

expe

cted

pro

blem

s.

Initi

al S

ound

Flu

ency

Thi

s is

mou

se, f

low

ers,

pill

ow, l

ette

rs. (

poin

t to

each

pic

ture

whi

le

sayi

ng it

s na

me)

M

ouse

(poi

nt to

mou

se) b

egin

s w

ith th

e so

und

/m/.

Lis

ten,

/m/ m

ouse

. W

hich

one

beg

ins

with

the

soun

ds /f

l/?

CO

RR

ECT

RES

PON

SE:

INC

OR

REC

T R

ESPO

NSE

:

Let's

try

it a

gain

. Whi

ch o

ne b

egin

s

Stud

ent p

oint

s to

flow

ers,

you

sa

yG

ood.

Flo

wer

s be

gins

w

ith th

e so

unds

/fl/.

with

the

soun

ds /f

l/?

If s

tude

nt g

ives

any

oth

er re

spon

se, y

ou s

ay,

Flo

wer

s (p

oint

to fl

ower

s) b

egin

s w

ith

the

soun

ds /f

l/. L

iste

n, /f

l/ flo

wer

s.

Pil

low

(poi

nt to

pill

ow) be

gins

with

the

soun

d /p

/. Li

sten

, /p/

pillo

w.

Wha

t sou

nd d

oes

lette

rs (p

oint

to le

tters

) beg

in w

ith?

CO

RR

ECT

RES

PON

SE:

INC

OR

REC

T R

ESPO

NSE

: S

tude

nt s

ays

/1/ y

ou s

ay

Goo

d. L

ette

rs b

egin

s

Her

e ar

e so

me

mor

e pi

ctur

es.

List

en c

aref

ully

to th

e w

ords

.

If st

uden

t giv

es a

ny o

ther

resp

onse

, you

say

, Le

tters

(poi

nt to

lette

rs) b

egin

s w

ith th

e w

ith th

e so

und

/l/.

2001

Goo

d &

Kam

insk

i Pa

ge 2

soun

d /l/

.Li

sten

, /l/

lette

rs.

Let's

try

it a

gain

. W

hat s

ound

doe

s let

ters

(p

oint

to le

tters

) beg

in w

ith?

Init

ial S

ound

Flu

ency

Bre

akou

t A

ctiv

ity

Inst

ruct

ions

for

com

plet

ing

the

activ

ity:

1.

Fo

rm a

thre

e-pe

rson

gro

up.

2.

Org

aniz

e yo

ur m

ater

ials

. Pu

ll of

f th

e la

st f

ive

pict

ure

page

s of

this

pac

ket s

o th

at y

ou h

ave

the

stud

ent s

timul

us p

ages

. Y

ou

will

nee

d th

ese

whe

n it

is y

our

turn

to b

e th

e ex

amin

er.

3.

T

here

will

be

thre

e ro

unds

to th

e ac

tivity

whe

re y

our

role

will

cha

nge

with

eac

h ro

und.

For

rou

nd 1

, the

rol

es a

re th

e fo

llow

ing:

Exa

min

er:_

____

____

____

__

Stud

ent:

____

____

____

_O

bser

ver_

____

____

____

_A

s th

e ex

amin

er, y

our

role

is to

adm

inis

ter

and

scor

e th

e IS

F m

easu

re w

ith a

hig

h de

gree

of

acc

urac

y in

ord

er to

mak

e so

und

inst

ruct

iona

l rec

omm

enda

tions

on

stud

ent

perf

orm

ance

.

You

will

pre

tend

to b

e a

stud

ent a

nd p

rovi

de th

e w

ritte

n sc

ript

ed r

espo

nses

. Y

ou w

ill o

bser

ve th

e ex

amin

er a

nd p

rovi

de

feed

back

on

thei

r ac

cura

cy o

f ad

min

istr

atio

n an

d sc

orin

g of

the

ISF

mea

sure

.

4.

Det

erm

ine

role

s fo

r th

e fi

rst r

ound

and

pra

ctic

e.

5.

Aft

er c

ompl

etin

g ro

und

one,

dis

cuss

as

a gr

oup

how

the

adm

inis

trat

ion

wen

t and

wri

te d

own

any

inst

ruct

iona

l re

com

men

datio

ns b

ased

on

how

the

stud

ent r

espo

nded

.

6.

Ass

ign

role

s an

d co

mpl

ete

roun

ds tw

o an

d th

ree.

Rou

nd

E

xam

iner

Stud

ent

Obs

erve

r2

3

Rol

e: E

xam

iner

Init

ial S

ound

Flu

ency

Sh

ort

For

m D

irec

tion

s P

rogr

ess

Mon

itor

ing

1 In

itia

l Sou

nd F

luen

cy

Mak

e su

re th

e lo

ng f

orm

of

dire

ctio

ns is

rea

dily

ava

ilabl

e to

cl

arif

y un

expe

cted

pro

blem

s.

Initi

al S

ound

Flu

ency

T

his

is m

ouse

, flo

wer

s, p

illow

, let

ters

. (po

int

to e

ach

pict

ure

whi

le

sayi

ng it

s na

me)

Mou

se (

poin

t to

mou

se) b

egin

s w

ith th

e so

und

/m/.

Lis

ten,

/m/ m

ouse

. W

hich

one

beg

ins

with

the

soun

ds

/fl/?

C

OR

RE

CT

RE

SPO

NSE

St

uden

t poi

nt to

flo

wer

s, y

ou

say

INC

OR

RE

CT

RE

SPO

NSE

If

stu

dent

giv

es a

ny o

ther

res

pons

e,

you

say

Goo

d. F

low

ers

begi

ns

with

the

soun

ds /f

l/.

Flo

wer

s be

gins

with

the

soun

ds /f

l/. L

iste

n, /f

l/ fl

ower

s.

Let

’s tr

y it

agai

n. W

hich

one

be

gins

with

the

soun

ds /f

l/?

Pill

ow (p

oint

to

pillo

w) b

egin

s w

ith th

e so

und

/p/.

Lis

ten,

/p/

pillo

w. W

hat s

ound

doe

s le

tters

(poi

nt t

o le

tter

s) b

egin

with

?

CO

RR

EC

T R

ESP

ON

SE

Stud

ent p

oint

to f

low

ers,

you

say

IN

CO

RR

EC

T R

ESP

ON

SE

If s

tude

nt g

ives

any

oth

er r

espo

nse,

yo

u sa

y G

ood,

lette

rs b

egin

s w

ith th

e so

und

/l/.

Let

ters

(poi

nt t

o le

tter

s) b

egin

s w

ith th

e so

und

/l/.

Lis

ten,

/l/

lette

rs.

Let

’s tr

y it

agai

n.

Wha

t sou

nd d

oes

lette

rs

(poi

nt t

o le

tter

s) b

egin

with

? H

ere

are

som

e m

ore

pict

ures

, lis

ten

care

fully

to th

e w

ords

.

Thi

s is

wol

f, r

aft,

hen,

fra

me

(poi

nt to

pic

ture

s).

1.

Whi

ch p

ictu

re b

egin

s w

ith /h

/?

2.

Whi

ch p

ictu

re b

egin

s w

ith /f

r/?

3.

Whi

ch p

ictu

re b

egin

s w

ith /r

/?

4.

Wha

t sou

nd d

oes

“wol

f” b

egin

with

? T

his

is b

reak

fast

, ham

ster

, gra

ss, l

ipst

ick

(poi

nt to

pic

ture

s).

5.

Whi

ch p

ictu

re b

egin

s w

ith /l

/?

6.

Whi

ch p

ictu

re b

egin

s w

ith /g

/?

7.

Whi

ch p

ictu

re b

egin

s w

ith /h

/?

8.

Wha

t sou

nd d

oes

“bre

akfa

st”

begi

n w

ith?

Thi

s is

car

d, f

arm

er, b

ank,

van

(poi

nt to

pic

ture

s).

9.

Whi

ch p

ictu

re b

egin

s w

ith /f

/?

10.

Whi

ch p

ictu

re b

egin

s w

ith /v

/?

11.

Whi

ch p

ictu

re b

egin

s w

ith /k

/?

12.

Wha

t sou

nd d

oes

“ban

k” b

egin

with

? T

his

is w

hale

, fen

ce, t

ools

, stic

k (p

oint

to p

ictu

res)

. 13

. W

hich

pic

ture

beg

ins

with

/w/?

14

. W

hich

pic

ture

beg

ins

with

/st/?

15

. W

hich

pic

ture

beg

ins

with

/f/?

16

. W

hat s

ound

doe

s “t

ools

” be

gin

with

? T

ime:

___

____

____

____

Seco

nds

T

otal

Cor

rect

:___

60

X T

otal

Cor

rect

= _

___

Cor

rect

Ini

tial

Sou

nds

per

Min

ute

Sec

onds

0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0

1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1

TAB 5"PSF"

DIBELSTM – PSF Page 16


Phoneme Segmentation Fluency1 Dynamic Indicators of Basic Early Literacy SkillsTM 6th Ed.



Target Age Range

Phoneme Segmentation Fluency



Phoneme Segmentation Fluency is intended for most children from winter of kindergarten through spring of first grade. It may be appropriate for monitoring the progress of older children with low skills in phonological awareness. Description DIBELSTM Phoneme Segmentation Fluency (PSF) is a standardized, individually administered test of phonological awareness (Good & Kaminski, 2001). The PSF measure assesses a student’s ability to segment three- and four-phoneme words into their individual phonemes fluently. The PSF measure has been found to be a good predictor of later reading achievement (Kaminski & Good, 1996). The PSF task is administered by the examiner orally presenting words of three to four phonemes. It requires the student to produce verbally the individual phonemes for each word. For example, the examiner says, “sat,” and the student says, “/s/ /a/ /t/” to receive three possible points for the word. After the student responds, the examiner presents the next word, and the number of correct phonemes produced in one minute determines the final score. The PSF measure takes about 2 minutes to administer and has over 20 alternate forms for monitoring progress. The two-week, alternate-form reliability for the PSF measure is .88 (Kaminski & Good, 1996), and the one-month, alternate-form reliability is .79 in May of kindergarten (Good et al., in preparation). Concurrent, criterion validity of PSF is .54 with the Woodcock-Johnson Psycho-Educational Battery Readiness Cluster score in spring of kindergarten (Good et al., in preparation). The predictive validity of spring-of-kindergarten PSF with (a) winter-of-first-grade DIBELS NWF is .62, (b) spring-of-first-grade Woodcock-Johnson Psycho-Educational Battery Total Reading Cluster score is .68, and (c) spring-of-first-grade CBM ORF is .62 (Good et al., in preparation). The benchmark goal is 35 to 45 correct phonemes per minute in the spring of kindergarten and fall of first grade. Students scoring below 10 in the spring of kindergarten and fall of first grade may need intensive instructional support to achieve benchmark goals. Materials: Examiner probe, clipboard, stopwatch, and colored scoring pencil. 1 Prior editions were supported, in part, by the Early Childhood Research Institute on Measuring Growth and Development (H180M10006) and a Student-Initiated Grant (H023B90057) funded by the U. S. Department of Education, Special Education Programs. The authors acknowledge with appreciation the assistance of Sylvia Smith, Lisa Habedank, Dawn Sheldon Johnson, Scott Baker, Debby Laimon, and Marty Ikeda. Good, R. H., Kaminski, R. A., & Smith, S. (2002). Phoneme Segmentation Fluency. In R. H. Good & R. A. Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu/.



Directions for Administration

1. Place examiner probe on clipboard and position so that student cannot see what you record.


I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “sam,” you would say /s/ /a/ /m/. Let’s try one. (one second pause) Tell me the sounds in “mop”.

CORRECT RESPONSE: If student says, /m/ /o/ /p/, you say


Very good. The sounds in “mop” are /m/ /o/ /p/.

The sounds in “mop” are /m/ /o/ /p/. Your turn. Tell me the sounds in “mop”.

OK. Here is your first word. 3. Give the student the first word and start your stopwatch. If the student does not say a sound

segment after 3 seconds, give him/her the second word and score the first word as zero segments produced.

4. As the student says the sounds, mark the student response in the scoring column. Underline each different, correct, sound segment produced. Put a slash ( ) through sounds produced incorrectly.

5. As soon as the student is finished saying the sounds, present the next word promptly and clearly.

6. The maximum time for each sound segment is 3 seconds. If the student does not provide the next sound segment within 3 seconds, give the student the next word. If student provides the initial sound only, wait 3 seconds for elaboration.

7. At the end of 1 minute, stop presenting words and scoring further responses. Add the number of sound segments produced correctly. Record the total number of sound segments produced correctly on the bottom of the scoring sheet.


1. Discontinue rule. If a student has not given any sound segments correctly in the first 5 words, discontinue the task and put a score of zero (0).

2. Underline the sound segments in the word the student produces that are correctly pronounced. Students receive 1 point for each different, correct, part of the word.

3. Put a slash ( ) through segments pronounced incorrectly.



4. Correct Segmentation: A correct sound segment is any different, correct, part of the word represented by sounds that correspond to the word part. For example, the sound /t/ is a correct sound segment of “trick,” as are /tr/ and /tri/ (see rule 10, Incomplete Segmentation).

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“t...r...i...k”

“k...a...t”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

4 /4

3 /3

5. Schwa sounds. Schwa sounds (/u/) added to consonants are not counted as errors. Some phonemes cannot be pronounced correctly in isolation without a vowel, and some early learning of sounds includes the schwa. For example, if the word is “trick,” and the student says “tu...ru...i...ku” they would receive 4 of 4 points.

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“tu...ru...i...ku”

“ku...a…tu”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

4 /4

3 /3

6. Additions. Additions are not counted as errors if they are separated from the other sounds in the word. For example, if the word is “trick,” and the student says “t...r...i...ck...s,” they would receive 4 of 4 points.

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“t...r...i...ck...s”

“s...c...a...t”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

4 /4

3 /3

7. Articulation and dialect. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, if the student consistently says /th/ for /s/, and he or she says, /r/ /e/ /th/ /t/ for “rest,” he or she should be given credit for correct segmentation. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns.

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

rest “r…e…th…t” /r/ /e/ /s/ /t/ 4 /4



8. Sound elongation. The student may elongate the individual sounds and run them together as long as it is clear he or she is aware of each sound individually. For example, if the student says, “rrrrrreeeeesssstttt,” with each phoneme held long enough to make it clear they know the sounds in the word, they would receive credit for 4 phonemes correct. This is a professional judgment and should be based on the student’s responses and prior knowledge of the student’s instruction. When in doubt, no credit is given.

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

rest “rrrrrreeeeesssstttt” /r/ /e/ /s/ /t/ 4 /4

9. No segmentation: If the student repeats the entire word, no credit is given for any correct parts. For example, if the word is “trick,” and the student says “trick” circle the word and give 0 points.

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“trick”

“cat”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

0 /4

0 /3

10. Incomplete segmentation: The student is given credit for each correct sound segment, even if they have not segmented to the phoneme level. Use the underline to indicate the size of the sound segment. For example, if the word is “trick,” and the student says “tr...ick,” they would receive 2 or four points.

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“tr...ick”

“c...at”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

2 /4

2 /3

11. Overlapping segmentation: The student receives credit for each different, correct, sound segment of the word. Thus, if the word is “trick,” and the student says “tri...ick,” the student would receive 2 of 4 points because /tri/ and /ick/ are both different, correct, sound segments of “trick.”

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“tri...ick”

“ca…a…at”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

2 /4

3 /3



12. Omissions: The student does not receive credit for sound segments that are not produced. If student provides the initial sound only, be sure to wait 3 seconds for elaboration. For example, if the word is “trick,” and the student says “tr” you must wait 3 seconds before presenting the next word (see 3 second rule).

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“tr…(3 seconds)”

“c…t”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

1 /4

2 /3

13. Segment mispronunciation: The student does not receive credit for sound segments that are mispronounced. For example, if the word is “trick,” and the student says “t...r...i...ks” they would receive no credit for /ks/ because there is no /ks/ sound segment in the word “trick.”

WORD:

STUDENT SAYS:

SCORING PROCEDURE:

CORRECT SEGMENTS:

trick

cat

“t...r...i...ks”

“b...a...t”

/t/ /r/ /i/ /k/

/k/ /a/ /t/

3 /4

2 /3



Pronunciation Guide: Different regions of the country use different dialects of American English. These pronunciation examples may be modified or distinguished consistent with regional dialects and conventions. See scoring note on Page 17 for clarification.

Phoneme Phoneme Example Phoneme Phoneme Example /ai/ bait /th/ thin /ea/ bead /TH/ then /ie/ tie /sh/ shed /oa/ boat /SH/ measure or beige /oo/ food /ch/ chin /a/ bad /j/ jam & edge /e/ bed /p/ pen /i/ bid /t/ tap /o/ cod or law /k/ can /u/ bud and “a” in about /b/ bat /uu/ good /d/ dad /ow/ cow /g/ gun or frog /oi/ noise or point /m/ man or jam /ar/ (1 phoneme) car /n/ nap /ir/ (1 phoneme) bird /ng/ sing /or/ (1 phoneme) for /f/ fat /ai/ /r/ (2 phonemes) chair /v/ van /ea/ /r/ (2 phonemes) clear /s/ sit /oo/ /r/ (2 phonemes) tour /z/ zoo /r/ rat or frog /l/ lap /w/ wet /h/ hot /y/ yell



DIBELSTM Phoneme Segmentation Fluency Assessment Integrity Checklist


Fine

Nee

ds

Prac

tice


I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “sam,” you would say /s/ /a/ /m/. Let’s try one. Tell me the sounds in “mop”.

CORRECT RESPONSE INCORRECT RESPONSE Very good. The sounds in

“mop” are /m/ /o/ /p/. The sounds in “mop” are /m/ /o/ /p/. Your turn. Tell me the sounds in “mop”.

OK. Here is your first word.

2. Responds to correct and incorrect responses appropriately.


4. Presents the first word then starts stopwatch.

5. Reads words from left to right.

6. Waits 3 seconds for child to produce sound segments. After 3 seconds, presents next word.

7. Underlines correct segments and slashes incorrect segments according to scoring rules.

8. Presents words promptly and clearly.

9. Follows discontinue rule: If child does not produce any correct segments in the first five words, stops and records score of 0.

10. Stops at the end of 1 minute and puts a bracket (i.e., ]) at the 1-minute mark.

11. Records the total number of correctly produced phonemes in 1 minute.


TAB 6 "NWF"

DIBELSTM – NWF Page 23


DIBELSTM Nonsense Word Fluency1 Dynamic Indicators of Basic Early Literacy SkillsTM 6th Ed.


Directions for Administration and Scoring Target Age Range




Nonsense Word Fluency is intended for most children from mid to end of kindergarten through the beginning of second grade. It may be appropriate for monitoring the progress of older children with low skills in letter-sound correspondence. Description DIBELSTM Nonsense Word Fluency (NWF) is a standardized, individually-administered test of the alphabetic principle – including letter-sound correspondence and of the ability to blend letters into words in which letters represent their most common sounds (Kaminski & Good, 1996). The student is presented an 8.5” x 11” sheet of paper with randomly ordered VC and CVC nonsense words (e.g., sig, rav, ov) and asked to produce verbally the individual letter sound of each letter or verbally produce, or read, the whole nonsense word. For example, if the stimulus word is “vaj” the student could say /v/ /a/ /j/ or say the word /vaj/ to obtain a total of three letter-sounds correct. The student is allowed 1 minute to produce as many letter-sounds as he/she can, and the final score is the number of letter-sounds produced correctly in one minute. Because the measure is fluency based, students receive a higher score if they are phonologically recoding the word and receive a lower score if they are providing letter sounds in isolation. The NWF measure takes about 2 minutes to administer and has over 20 alternate forms for monitoring progress. The one-month, alternate-form reliability for NWF in January of first grade is .83 (Good et al., in preparation). The concurrent criterion-validity of DIBELSTM NWF with the Woodcock-Johnson Psycho-Educational Battery-Revised Readiness Cluster score is .36 in January and .59 in February of first grade (Good et al., in preparation). The predictive validity of DIBELSTM NWF in January of first grade with (a) CBM ORF in May of first grade is .82, (b) CBM ORF in May of second grade is .60, (c) Woodcock-Johnson Psycho-Educational Battery Total Reading Cluster score is .66 (Good et al., in preparation). The benchmark goal for Nonsense Word Fluency is 50 correct letter sounds per minute by mid first grade. Students scoring below 30 in mid first grade may need intensive instructional support to achieve first grade reading goals.

1 Prior editions were supported, in part, by the Early Childhood Research Institute on Measuring Growth and Development (H180M10006) funded by the U. S. Department of Education, Special Education Programs. The authors acknowledge with appreciation the assistance of Sylvia Smith, Mary Gleason-Ricker, Katherine Koehler, and Janet Otterstedt. Good, R. H., & Kaminski, R. A. (2002). Nonsense Word Fluency. In R. H. Good & R. A. Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu/.



Materials: Practice items; student copy of probe; examiner copy of probe, clipboard, stopwatch; colored scoring pen.

Directions for Administration

1. Place the practice items in front of the student.

2. Place the examiner probe on clipboard and position so that the student cannot see what you record.


Look at this word (point to the first word on the practice probe). It’s a make-believe word. Watch me read the word: /s/ /i/ /m/ “sim” (point to each letter then run your finger fast beneath the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast beneath the whole word). Your turn to read a make-believe word. Read this word the best you can (point to the word “lut”). Make sure you say any sounds you know.

CORRECT RESPONSE: If the child responds “lut” or with all of the sounds, say

INCORRECT OR NO RESPONSE: If the child does not respond within 3 seconds or responds incorrectly, say

That’s right. The sounds are /l/ /u/ /t/ or “lut”

Remember, you can say the sounds or you can say the whole word. Watch me: the sounds are /l/ /u/ /t/ (point to each letter) or “lut” (run your finger fast through the whole word). Lets try again. Read this word the best you can (point to the word “lut”).

4. Place the student copy of the probe in front of the child.

Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

5. Start your stopwatch.

6. Follow along on the examiner copy of the probe and underline each letter sound the student provides correctly, either in isolation or read as a whole word. Put a slash (/) over each letter sound read incorrectly.

7. At the end of 1 minute, place a bracket (]) after the last letter sound provided by the student and say, “Stop.”



8. These directions can be shortened by beginning with Number 4 for repeated measurement when the student clearly understands the directions and procedure.


1. Discontinue Rule. If the student does not get any sounds correct in words 1-5, discontinue the task and record a score of 0.

2. Correct letter sounds. Underline the individual letters for letter sounds produced correctly in isolation and score 1 point for each letter sound produced correctly. For example, if the stimulus word is “tob” and the student says /t/ /o/ /b/, the individual letters would be underlined with a score of 3.

Word Student Says Scoring Procedure Correct Letter

Sounds

tob

dos

“t...o...b”

“d...o...s”

t o b

d o s

3 /3

3 /3

3. Correct words. Use a single underline under multiple letters for correct letter sounds blended together and give credit for each letter sound correspondence produced correctly. For example, if the stimulus word is “tob” and the student says “tob”, one underline would be used with a score of 3.


Sounds

tob

dos

“tob”

“d...os”

t o b

d o s

3 /3

3 /3

4. Partially correct words. If a word is partially correct, underline the corresponding letters for letter sounds produced correctly. Put a slash ( ) through the letter if the corresponding letter sound is incorrect. For example, if the word is “tob” and the student says “toab” (with a long o), the letters “t” and “b” would be underlined, and the letter “o” would be slashed with a score of 2.


Sounds

tob

dos

“toab” (long o)

“dot”

t o b

d o s

2 /3

2 /3



5. Repeated sounds. Letter sounds given twice while sounding out the word are given credit only once. For example, if stimulus word is “tob” and the student says, /t/ /o/ /ob/, the letter “o” and the letters “ob” are underlined. The student receives only 1 point for the letter sound “o” even though the correct sound was provided twice (a total of 3 for the entire word).


Sounds

tob

dos

“t…o…ob”

“d…o…s…dos”

t o b

d o s

3 /3

3 /3

6. 3 second rule – sound by sound. If the student is providing individual letter sounds and hesitates for 3 seconds on a letter sound, score the letter sound incorrect, provide the correct letter sound, point to the next letter, and say “What sound?” This prompt may be repeated. For example, if stimulus word is “tob” and the student says, /t/ (3 seconds), prompt by saying, “/o/ (point to b) What sound?”

Word Student Says Prompt Scoring Procedure

Correct Letter Sounds

tob

dos et

“t” (3 sec)

“d…o” (3 sec)

/o/ (point to b) What sound?

/s/ (point to e) What sound?

t o b

d o s e t

1 /3

2 /5

7. 3 second rule – word by word. If the student is reading words and hesitates for 3 seconds on a word, score the word incorrect, provide the correct word, point to the next word, and say, “What word?” This prompt can be repeated. For example, if stimulus words are “tob dos et” and the student says, “tob” (3 seconds), prompt by saying, “dos (point to et) What word?”

Words Student Says Prompt Scoring Procedure

tob dos et

tuf kej ik

“tob” (3 sec)

“tuf” (3 sec)

“dos (point to et) What word?”

“kej (point to ik) What word?”

t o b d o s e t

t u f k e j i k

8. Sound order – sound by sound. Letter sounds produced in isolation but out of order are scored as correct. For example, if stimulus word is “tob” and the student points to and says, /b/ /o/ /t/, all letters would be underlined, with a score of 3. The purpose of this rule is to give students credit as they are beginning to learn individual letter sound correspondences.


Sounds

tob

dos

“b…o…t” (point correctly)

“o…d…s” (point correctly)

t o b

d o s

3 /3

3 /3



9. Sound order – word by word. Blended letter sounds must be correct and in the correct place (beginning, middle, end) to receive credit. For example, if stimulus word is “tob” and the student says, “bot”, only the “o” would be correct and in the correct place, for a score of 1.


Sounds

tob

ik

“bot”

“ki”

t o b

i k

1 /3

0 /2

10. Insertions. Insertions are not scored as incorrect. For example, if the stimulus word is “sim” and the student says “stim”, the letters “s,” “i,” and “m” would be underlined and full credit would given for the word with no penalty for the insertion of /t/.


Sounds

tob

dos

“stob”

“dots”

t o b

d o s

3 /3

3 /3

11. Dialect and articulation. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language inferences. This is a professional judgment and should be based on the student’s responses and any prior knowledge of their speech patterns. For example, a student may regularly substitute /th/ for /s/. If the stimulus word is “sim” and the student says “thim,” the letter “s” would be underlined and credit for a correct-letter sound correspondence would be given.


Sounds

sim

rit

“thim” (articulation error)

“wit” (articulation error)

s i m

r i t

3 /3

3 /3

12. Self correct. If a student makes an error and corrects him/herself within 3 seconds, write “SC” above the letter sound or word and count it as correct.

13. Skips row. If a student skips an entire row, draw a line through the row and do not count the row in scoring.



Pronunciation Guide: Different regions of the country use different dialects of American English. These pronunciation examples may be modified or distinguished consistent with regional dialects and conventions. See dialect and articulation scoring note for clarification. The letters “x” and “q” are not used. The letters “h,” “w,” “y,” and “r” are used only in the initial position. The letters “c” and “g” are used only in the final position.

Letter Sound Example a /a/ bat e /e/ bet i /i/ bit o /o/ top u /u/ hut b /b/ bat c /k/ tic d /d/ dad f /f/ fan g /g/ pig h /h/ hat j /j/ jet k /k/ can l /l/ lot m /m/ man n /n/ not p /p/ pan r /r/ ran s /s/ sat t /t/ top v /v/ van w /w/ wet y /y/ yak z /z/ zipper



DIBELSTM Nonsense Word Fluency Assessment Integrity Checklist


Fine

Nee

ds

Prac

tice


Look at this word. It’s a make-believe word. Watch me read the word: /s/ /i/ /m/ “sim.” I can say the sounds of the letters, /s/ /i/ /m/, or I can read the whole word “sim.”

Your turn to read a make-believe word. Read this word the best you can. Make sure you say any sounds you know.

CORRECT RESPONSE INCORRECT RESPONSE That’s right. The sounds

are /l/ /u/ /t/ or “lut” Remember, you can say the sounds or you can say the whole word. Watch me: the sounds are /l/ /u/ /t/ or “lut.” Lets try again. Read this word the best you can.

Here are some more make-believe words. Start here and go across the page. When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

2. Responds to correct and incorrect responses appropriately.


4. Starts stopwatch after saying begin.

5. Waits 3 seconds for child to produce letter-sound or word. After 3 seconds, tells correct sound or word and asks child to try the next sound or word. If child does not respond, asks child to move on to the next sound or word.

6. Underlines letter sounds produced correctly alone or in context, and slashes incorrect letter sounds.

7. Follows discontinue rule if child does not get any correct letter sounds in first five words.

8. At the end of 1 minute, places a bracket (e.g., ] ) after the last letter sound provided and says “stop.”

9. Records the number of correctly produced letter sounds.


Non

sen

se W

ord

Flu

ency

Bre

akou

t A

ctiv

ity

Inst

ruct

ions

for

Com

plet

ing

the

Act

ivit

y:

1.Fo

rm a

thre

e-pe

rson

gro

up.

2.O

rgan

ize

your

mat

eria

ls. P

ull o

ff th

e la

st p

age

of th

is p

acke

t so

that

you

hav

e th

e pr

actic

e pa

ge (i

.e.,

"sim

lut"

) and

the

stud

ent s

timul

us p

age.

You

will

nee

d th

ese

whe

n it

is yo

ur tu

rn to

be

the

exam

iner

.

3. T

here

will

be

3 ro

unds

to th

e ac

tivity

whe

re y

our r

ole

will

cha

nge

with

eac

h ro

und.

For

Rou

nd 1

, the

role

s ar

e th

e fo

llow

ing:

Exa

min

er:

Stud

ent:

Obs

erve

r:

As

the

exam

iner

, you

r rol

e is

to a

dmin

iste

r and

scor

e th

e N

WF

mea

sure

with

a h

igh

degr

ee o

fac

cura

cy in

ord

er to

mak

e so

und

inst

ruct

iona

lre

com

men

datio

ns o

n st

uden

t per

form

ance

.

You

will

pre

tend

to b

e a

stud

ent a

nd p

rovi

de th

ew

ritte

n sc

ripte

dre

spon

ses.

You

will

obs

erve

the

exam

iner

and

prov

ide

feed

back

on

thei

r acc

urac

y of

adm

inist

ratio

n an

d sc

orin

g of

the

NW

Fm

easu

re.

4.D

eter

min

e ro

les

for t

he fi

rst r

ound

and

pra

ctic

e.

5. A

fter

com

plet

ing

roun

d 1,

disc

uss

as a

gro

up h

ow th

e ad

min

istra

tion

wen

t and

writ

e do

wn

any

inst

ruct

iona

l rec

omm

enda

tions

base

d on

how

the

stud

ent r

espo

nded

.

6.A

ssig

n ro

les

and

com

plet

e ro

unds

2 a

nd 3

.

Rou

ndO

bser

ver

Stud

ent

Exa

min

er

2 3

Role:

Stud

ent

As

stud

ent,

your

rol

e is

to p

rovi

de p

ract

ice

to y

our

colle

ague

who

is a

dmin

iste

ring

the

NW

Fm

easu

re fo

r th

e fir

st ti

me.

Bel

ow a

re r

espo

nses

pro

vide

d by

thre

e di

ffere

nt s

tude

nts

to th

e sa

me

NW

F m

easu

re. P

leas

e se

lect

the

stud

ent a

ccor

ding

to th

e ro

und

you

are

in to

see

the

rang

e of

perf

orm

ance

that

stu

dent

s ha

ve a

ccor

ding

to h

ow w

ell t

heir

alph

abet

ic u

nder

stan

ding

ski

lls a

rede

velo

ped.

Adj

ust y

our

pac

e to

mak

e th

ese

resp

onse

s la

st fo

r th

e 1-

min

ute

adm

inis

trat

ion.

Roun

d 1: S

tuden

t AYo

u Say

:Ro

und 2

: Stud

ent B

Roun

d 3: S

tuden

t CYo

u Say

:S

timul

us W

ord:

You S

ay:

sam

ple

lut

Jut

/I/ /i

t/ si

m

1. k

ik/k

i//k

i//k

/( 3

sec

) [p

rom

pt]

/k/

2.w

ojw

oj

/wo/

(3 s

ec)

[pro

mpt

]/w

/(3

sec

) [p

rom

pt] /

j/3.

sig

sig

/s/ f

ig/

/s/ (

3 se

c) [p

rom

pt] /

g/4.

faj

faj

/f/ fa

j

/f/ (

3se

c) [p

rom

pt] /

j/5.

vis

yis

/y/

(1 s

ec)

/is/

(3 s

ec)

[p] (

3 se

c) [p

] (3s

ec)

[p]

6. k

ajka

j

kaj

(3 s

ec)

[p] (

3se

c)[p

] (3s

ec)

[p]

7. fe

k /f

/ fek

fek

(3 s

ec)

[p]

(3se

c)[p

] (3s

ec)

8. a

vav

(1 s

ec)

av9.

zin

zin

/z/ z

in10

. zez

ze/z

e/11

. Ian

Ian

Ia

n12

. nul

nul

nul

13. z

emze

/z/ /

ze/

14. o

gog

/o/ o

g15

. nom

/n/ n

ame

16. y

uf(3

sec

) [p

rom

pt]

17. p

ospo

s18

. vok

(1 s

ec)

/ok/

19. v

ivvi

v M

ake

sure

exa

min

er p

rovi

des

corr

ectio

n pr

oced

ure.

Non

sens

e W

ord

Flue

ncy

Shor

t For

m D

irect

ions

Role:

Exam

iner

Look

at t

his w

ord

(poi

nt to

the

first

wor

d on

the

prac

tice

prob

e).I

t'sa

mak

e-be

lieve

wor

d. W

atch

me

read

the

wor

d: /s

/ /i/

/m/ "

sim

"(p

oint

to e

ach

lette

r th

en r

un y

our

fing

er f

ast b

enea

th th

e w

hole

wor

d).

I can

say

the

soun

ds o

f the

lette

rs, /

s/ /i

/ /m

/(po

int t

o ea

chle

tter)

,or I

can

read

the

who

le w

ord

"sim

"(r

un y

our

fing

er f

ast

bene

ath

the

who

le w

ord)

.

Your

turn

to re

ad a

mak

e-be

lieve

wor

d. R

ead

this

wor

d th

e be

styo

u ca

n(p

oint

to th

e w

ord

"lut

").

Mak

e su

re y

ou sa

y an

y so

unds

you

know

.

CO

RR

EC

T R

ESP

ON

SE:

If th

e ch

ild re

spon

ds "

lut"

or

with

som

e or

all

of th

e so

unds

,sa

y

INC

OR

RE

CT

OR

NO

RE

SPO

NSE

:If

the

child

doe

s no

t res

pond

with

in 3

sec

onds

or re

spon

ds in

corr

ectly

, say

Tha

t'sri

ght.

The

soun

dsar

e /l/

/u/

/t/

or "

lut"

Rem

embe

r, yo

u ca

n sa

y th

e so

unds

or

you

can

say

the

who

le w

ord.

Wat

chm

e: th

e so

unds

are

/l/

/u/

/t/ (

poin

t to

each

lette

r)or

"lu

t"(r

un y

our f

inge

rfa

st th

roug

h th

e w

hole

wor

d).L

ets t

ryag

ain.

Rea

d th

is w

ord

the

best

you

can

(poi

nt to

the

wor

d "l

ut")

.

Plac

e th

e st

uden

t cop

y of

the

prob

e in

fro

nt o

f th

e ch

ild.

Her

e ar

e so

me

mor

e m

ake-

belie

ve w

ords

(poi

nt to

the

stud

ent

prob

e).S

tart

Her

e(p

oint

to th

e fir

st w

ord)

and

go a

cros

s the

pag

e(p

oint

acr

oss

the

page

).W

hen

I say

"be

gin"

, rea

d th

e w

ords

the

best

you

can

. Poi

nt to

eac

h le

tter a

nd te

ll m

e th

e so

und

or re

ad th

ew

hole

wor

d. R

ead

the

wor

ds th

e be

st y

ou c

an. P

ut y

our f

inge

r on

the

first

wor

d. R

eady

, beg

in.

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bd

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___/

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ya

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tig

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___/

15

To

tal:

____

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©

200

2 D

ynam

ic M

easu

rem

ent G

roup

, Inc

.

DIB

EL

STM

Non

sens

e W

ord

Flue

ncy

Ass

essm

ent I

nteg

rity

Che

cklis

t D

irect

ions

: A

s the

obs

erve

r, pl

ease

obs

erve

setu

p an

d di

rect

ions

, tim

e an

d sc

ore

the

test

with

the

exam

iner

, che

ck

exam

iner

’s a

ccur

acy

in fo

llow

ing

proc

edur

es, a

nd d

ecid

e if

exam

iner

pas

ses o

r nee

ds m

ore

prac

tice.

Fine

Needs Practice

√ b

ox to

indi

cate

Fin

e or

Nee

ds P

ract

ice

1.

Per

form

s sta

ndar

dize

d di

rect

ions

ver

batim

:

Look

at t

his w

ord.

It’s

a m

ake-

belie

ve w

ord.

Wat

ch m

e re

ad th

e w

ord:

/s/

/i/

/m/

“sim

.” I

can

sa

y th

e so

unds

of t

he le

tters

, /s/

/i/ /

m/,

or I

can

read

the

who

le w

ord

“sim

.”

Your

turn

to re

ad a

mak

e-be

lieve

wor

d. R

ead

this

wor

d th

e be

st y

ou c

an.

Mak

e su

re y

ou sa

y an

y so

unds

you

kno

w.

CO

RR

ECT

RES

PON

SE

INC

OR

REC

T R

ESPO

NSE

That

’s ri

ght.

The

soun

ds

are

/l/ /u

/ /t/

or “

lut”

Re

mem

ber,

you

can

say

the

soun

ds o

r you

can

say

the

who

le

wor

d. W

atch

me:

the

soun

ds a

re /l

/ /u/

/t/ o

r “lu

t.” L

ets t

ry

agai

n. R

ead

this

wor

d th

e be

st y

ou c

an.

Her

e ar

e so

me

mor

e m

ake-

belie

ve w

ords

. Sta

rt h

ere

and

go a

cros

s the

pag

e. W

hen

I say

, “be

gin”

, re

ad th

e w

ords

the

best

you

can

. Po

int t

o ea

ch le

tter a

nd te

ll m

e th

e so

und

or re

ad th

e w

hole

w

ord.

Rea

d th

e w

ords

the

best

you

can

. Pu

t you

r fin

ger o

n th

e fir

st w

ord.

Rea

dy, b

egin

.

2.

Res

pond

s to

corr

ect a

nd in

corr

ect r

espo

nses

app

ropr

iate

ly.

3.

Hol

ds c

lipbo

ard

and

stop

wat

ch so

chi

ld c

anno

t see

wha

t (s)

he re

cord

s.

4.

Sta

rts st

opw

atch

afte

r say

ing

begi

n.

5.

Wai

ts 3

seco

nds f

or c

hild

to p

rodu

ce le

tter-

soun

d or

wor

d. A

fter 3

seco

nds,

tells

cor

rect

soun

d or

w

ord

and

asks

chi

ld to

try

the

next

soun

d or

wor

d. I

f chi

ld d

oes n

ot re

spon

d, a

sks c

hild

to m

ove

on to

the

next

soun

d or

wor

d.

6.

Und

erlin

es le

tter s

ound

s pro

duce

d co

rrec

tly a

lone

or i

n co

ntex

t, an

d sl

ashe

s inc

orre

ct le

tter s

ound

s.

7.

Fol

low

s dis

cont

inue

rule

if c

hild

doe

s not

get

any

cor

rect

lette

r sou

nds i

n fir

st fi

ve w

ords

.

8.

At t

he e

nd o

f 1 m

inut

e, p

lace

s a b

rack

et (e

.g.,

] ) a

fter t

he la

st le

tter s

ound

pro

vide

d an

d sa

ys

“sto

p.”

9.

Rec

ords

the

num

ber o

f cor

rect

ly p

rodu

ced

lette

r sou

nds.

10

. Sha

dow

scor

e w

ith th

e ex

amin

er.

Is h

e/sh

e w

ithin

2 p

oint

s on

the

final

scor

e?

Cor

rect

Sco

ring

:

Stud

ent A

k

i k

w o

j s

i g

f a

j y

i s

14 /

15

k a

j f

e k

a v

z i n

z

e z

13 /1

4

l a n

n

u l

z e

m

o g

n o

m 12

/14

y a

f p

o s

v o

k v

i v

f e

g 8

/15

Tot

al:

47

Stud

ent B

k i k

w

o j

s i g

f

a j

y i s

13

/ 15

k a

j f

e k

a v

z i n

z

e z

13 /

14

l a n

n

u l

z e

m

o g

n o

m 10

/ 14

Tot

al:

36

Stud

ent C

k i k

w

o j

s i g

f

a j

y i s

8

/ 15

k a

j f

e k

a v

z i n

z

e z

0 /1

4

Tot

al:

8

Ro

le:

Ob

serv

er

©

2001 Good & Kaminski

Dynamic Indicators of Basic Early Literacy Skills University of Oregon


sim

Page 2

lut

©

kik

kaj

lan

yuf

bub

wuv

nif

yaj

tig

Dynamic Indicators of Basic Early Literacy Skills University of Oregon

First Grade Benchmark 1 - Nonsense Word Fluency

woj

fek

nul

pos

dij

nij

vec

yig

zof

mak

sig

av

zem

vok

sij

pik

al

dit

um

sog

faj

zin

og

viv

vus

nok boj

tum

vim

wot

yis

zez

nom

feg

tos

mot nen

joj

vel

sav

© 2001 Good & Kaminski page 3

suv

TAB 7"ORF"

© 2001 Good & Kaminski Revised: 7/28/01

DIBELSTM Oral Reading Fluency1 Dynamic Indicators of Basic Early Literacy SkillsTM 5th Ed.


Directions for Administration and Scoring Target Age Range

DIBELS Oral Reading Fluency



Oral Reading Fluency is intended for most children from mid first grade through third grade. The benchmark goals are 40 in spring of kindergarten, 90 in spring of second grade, and 110 in the spring of third grade. Students may need intensive instructional support if they score below 10 in spring of first grade, 50 in spring of second grade, and 70 in spring of third grade. Description DIBELSTM Oral Reading Fluency (DORF) is a standardized, individually administered test of accuracy and fluency with connected text. The DORF passages and procedures are based on the program of research and development of Curriculum-Based Measurement of reading by Stan Deno and colleagues at the University of Minnesota and using the procedures described in Shinn (1989). A version of CBM Reading also has been published as The Test of Reading Fluency (TORF) (Children’s Educational Services, 1987). DORF is a standardized set of passages and administration procedures designed to (a) identify children who may need additional instructional support, and (b) monitor progress toward instructional goals. The passages are calibrated for the goal level of reading for each grade level. Student performance is measured by having students read a passage aloud for one minute. Words omitted, substituted, and hesitations of more than three seconds are scored as errors. Words self-corrected within three seconds are scored as accurate. The number of correct words per minute from the passage is the oral reading fluency rate. A series of studies has confirmed the technical adequacy of CBM Reading. Test-retest reliabilities for elementary students ranged from .92 to .97; alternate-form reliability of different reading passages drawn from the same level ranged from .89 to .94 (Tindal, Marston, & Deno, 1983). Criterion-related validity studied in eight separate studies in the 1980s reported coefficients ranging from .52 - .91 (Good & Jefferson, 1998). Materials: Student copy of passage; examiner copy, clipboard, stopwatch; colored scoring pen. Directions for Administration

1. Place the reading passage in front of the student.

Good, R. H., & Kaminski, R. A., & Dill, S. (2001). DIBELS Oral Reading Fluency. In R. H. Good & R. A. Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (5th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http://dibels.uoregon.edu/.

DIBELSTM – ORF Page 30

© 2001 Good & Kaminski

2. Place the examiner copy on clipboard and position so that the student cannot see what you record.


When I say begin start reading aloud at the top of the page (point). Read across the page (point). Try to read each word. If you come to a word you don’t know, I’ll tell it to you. Be sure to do your best reading. Ready, begin.

4. Start your stopwatch when the student says the first word of the passage. The title is not counted. If the student fails to say the first word after 3 seconds, tell them the word and mark it as incorrect, then start your stopwatch.

5. Follow along on the examiner copy of the probe. Put a slash ( ) over words read incorrectly.

6. The maximum time for each word is 3 seconds. If the student does not provide the word within 3 seconds, say the word and mark the word as incorrect.

7. At the end of 1 minute, place a bracket ( ] ) after the last word provided by the student and say “Stop.” Record the total number of words read correctly on the bottom of the scoring sheet.

8. Score reading passages immediately after administration.


1. Discontinue Rule. If the student does not read any words correctly in the first row, discontinue the task and record a score of 0.

2. Hesitate or struggle with words. If a student hesitates or struggles with a word for 3 seconds, tell the student the word and mark the word as incorrect. If necessary, indicate for the student to continue with the next word.

Passage Student Says Scoring Procedure Correct Words / Total Words

I have a goldfish. “I have a … (3 seconds)” I have a goldfish. 3 /4

3. Hyphenated words. Hyphenated words count as two words if both parts can stand alone as individual words. Hyphenated words count as one word if either part cannot stand alone as an individual word.

Passage Number of

Words I gave Ben a red yo-yo. We did push-ups, pull-ups, and sit-ups.

6 9



4. Numerals. Numerals must be read correctly in the context of the sentence.


My father is 36. My father is 36. I am 6 years old.

“My father is thirty-six.” “My father is three six.” “I am six years old.”

My father is 36. My father is 36. I am 6 years old.

4 /4 3 /4 5 /5

5. Mispronounced words. A word is scored as correct if it is pronounced correctly in the context of the sentence. If the word is mispronounced in the context, it is scored as an error.


Dad read the paper. I ate too much.

“Dad reed the paper.” (i.e., long e) “I eat too much.”

Dad read the paper. I ate too much.

3 /4

3 /4

6. Self Corrections. A word is scored as correct if it is initially mispronounced but the student self corrects within 3 seconds. Mark SC above the word and score as correct.


Dad read the paper. “Dad reed … red the paper.” (i.e., self-corrects to short e)

Dad read the paper. 4 /4

7. Repeated Words. Words that are repeated are not scored as incorrect and are ignored in scoring.


I have a goldfish. “I have a … I have a goldfish.”

I have a goldfish. 4 /4

8. Articulation and dialect. The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, if the student consistently says /th/ for /s/, and reads “rest” as “retht,” he or she should be given credit for a correct word. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns.


It is time for a rest. We took the short cut.

“It is time for a retht.” (articulation) “We took the shot cut.” (dialect)

It is time for a rest. We took the short cut.

6 /6

5 /5

SC



9. Inserted words. Inserted words are ignored and not counted as errors. The student also does not get additional credit for inserted words. If the student frequently inserts extra words, note the pattern at the bottom of the scoring page.


It is time for a rest. I ate too much.

“It is time for a long rest.” “I ate way too much.”


6 /6 4 /4

10. Omitted words. Omitted words are scored as incorrect.



“It is time for rest.” “I ate much.”


5 /6 3 /4

11. Word Order. All words that are read correctly but in the wrong order are scored as incorrect.


The ice cream man comes. I ate too much.

“The cream ice man comes.” “I too ate much.”

The ice cream man comes. I ate too much.

3 /5

2 /4

12. Abbreviations. Abbreviations should be read in the way you would normally pronounce the abbreviation in conversation. For example, TV could be read as “teevee” or “television” but Mr. would be read as “mister.”


May I watch TV? May I watch TV? My teacher is Mr. Smith. My teacher is Mr. Smith.

“May I watch teevee?” “May I watch television?” “My teacher is mister Smith.” “My teacher is ‘m’ ‘r’ Smith.”

May I watch TV? May I watch TV? My teacher is Mr. Smith. My teacher is Mr. Smith.

4 /4 4 /4

5 /5

4 /5



DIBELSTM Oral Reading Fluency Assessment Integrity Checklist


Fine

Nee

ds

Prac

tice

÷ box to indicate Fine or Needs Practice 1. Performs standardized directions verbatim:

When I say begin start reading aloud at the top of the page. Read across the page. Try to read each word. If you come to a word you don’t know, I’ll tell it to you. Be sure to do your best reading. Ready, begin.


3. Starts stopwatch after child says the first word of the passage.

4. For first word, waits 3 seconds for child to read the word. After 3 seconds, says the correct word, starts the stopwatch, and scores the first word as incorrect.

5. For all words, if child hesitates or struggles with a word for 3 seconds, says the correct word and scores the word as incorrect.

6. Puts a slash through words read incorrectly.

7. Follows discontinue rule if child does not get any words correct in first five words.

8. At the end of 1 minute, places a bracket (e.g., ] ) after the last word provided and says “stop.”

9. Records the number of correct words.


Ora

l Rea

ding

Flu

ency

Bre

akou

t Act

ivity

Inst

ruct

ions

for C

ompl

etin

g th

e A

ctiv

ity:

1.

Form

a th

ree-

pers

on g

roup

. 2.

O

rgan

ize

your

mat

eria

ls.

Pull

off

the

last

9 p

ages

of

this

pac

ket s

o th

at y

ou h

ave

the

stud

ent s

timul

us p

ages

. Y

ou w

ill n

eed

thre

e of

thes

e w

hen

it is

you

r tu

rn to

be

the

exam

iner

. 3.

T

here

will

be

3 ro

unds

to th

e ac

tivity

whe

re y

our

role

will

cha

nge

with

eac

h ro

und.

For

Rou

nd 1

, the

rol

es a

re th

e fo

llow

ing:

Exa

min

er: _

____

____

____

____

____

St

uden

t: __

____

____

____

__

Obs

erve

r: _

____

____

____

____

____

__

A

s th

e ex

amin

er, y

our

role

is to

adm

inis

ter

and

scor

e th

e PS

F m

easu

re w

ith a

hig

h de

gree

of

accu

racy

in

orde

r to

mak

e so

und

inst

ruct

iona

l rec

omm

enda

tions

on

stu

dent

per

form

ance

.

You

will

pre

tend

to b

e a

stud

ent a

nd p

rovi

de th

e w

ritte

n sc

ript

ed r

espo

nses

.

You

will

obs

erve

the

exam

iner

and

pr

ovid

e fe

edba

ck o

n th

eir

accu

racy

of

adm

inis

trat

ion

and

scor

ing

of th

e PS

F m

easu

re.

4.

Det

erm

ine

role

s fo

r th

e fi

rst r

ound

and

pra

ctic

e.

5.

Aft

er c

ompl

etin

g ro

und

1, d

iscu

ss a

s a

grou

p ho

w th

e ad

min

istr

atio

n w

ent a

nd w

rite

dow

n an

y in

stru

ctio

nal r

ecom

men

datio

ns

base

d on

how

the

stud

ent r

espo

nded

. 6.

A

ssig

n ro

les

and

com

plet

e ro

unds

2 a

nd 3

.

Rou

nd

E

xam

iner

Stud

ent

Obs

erve

r2

3

Rol

e: S

tude

nt

A

s st

uden

t, yo

ur r

ole

is to

pro

vide

pra

ctic

e to

you

r co

lleag

ue w

ho is

adm

inis

teri

ng th

e PS

F m

easu

re f

or th

e fi

rst t

ime.

T

ry to

rea

d as

a

stud

ent w

ho is

not

ent

irel

y pr

ofic

ient

and

mak

es e

rror

s of

om

issi

on, m

ispr

onun

ciat

ion,

una

ble

to s

ay th

e w

ord

with

in 3

sec

onds

, and

ot

her

erro

rs th

at w

ill h

elp

your

col

leag

ue g

ain

prac

tice

in s

cori

ng.

T

here

are

no

scri

pts f

or th

is b

reak

out s

essi

on.

DO

RF

Prog

ress

Mon

itori

ng 1

DIB

EL

S O

ral R

eadi

ng F

luen

cv R

ole:

Exa

min

erSh

ort F

orm

Dir

ectio

ns

The

Ant

Hill

D

ad a

nd I

took

a h

ike

in th

e w

oods

. We

wal

ked

for a

long

Whe

n I

say

begi

n st

art r

eadi

ng a

loud

at t

he to

p of

the

page

(poi

nt).

time

and

stop

ped

to ta

ke a

res

t. W

e sa

t dow

n on

a lo

g an

d ha

d a

Rea

d ac

ross

the

page

(poi

nt).

Try

to re

ad e

ach

wor

d If

you

com

e dr

ink

of w

ater

. A b

ig h

ill w

as n

earb

y.

to a

wor

d yo

u do

n't k

now

, I'll

tell

it to

you

. B

e su

re to

do

your

bes

t D

ad s

aid,

"Lo

ok, t

here

's an

ant

hill

."

read

ing.

Rea

dy, b

egin

.At t

he e

nd o

f 1 m

inut

e, p

lace

a b

rack

et ( ])

af

tert

he la

st w

ord

and

say

"sto

p."

I wal

ked

up to

the

hill

and

took

a c

lose

r pee

k. A

t fir

st it

Thi

s res

earc

h w

as su

ppor

ted,

in p

art,

by th

e Ea

rly C

hild

hood

Res

earc

h In

stitu

te

on M

easu

ring

Gro

wth

and

Dev

elop

men

t (H180M10006)fu

nded

by

the U.

S.

Dep

artm

ent o

f Edu

catio

n, S

peci

al E

duca

tion

Prog

ram

s.Good, R.

H.,

&K

amin

ski, R.

A. (

Eds

.). (2001) Dyanmic Indicators

of

Bas

ic E

arly

Lite

racv

Ski

lls(5

th e

d.).

Eug

ene,

OR

: Ins

titut

e fo

r th

e D

evel

opm

ent

of E

duca

tiona

l Ach

ieve

men

t. A

vaila

ble:

http

://di

bels.

uore

gon.

edul

.

look

ed ju

st li

ke a

dir

t hill

. The

n I n

otic

ed a

few

ant

s ru

nnin

g

arou

nd. I

look

ed c

lose

r. I s

aw li

ttle

ants

car

ryin

g pi

eces

of

mus

hroo

m. T

he p

iece

s wer

e al

mos

t as

big

as th

e an

ts.

"Wha

t are

they

doi

ng, D

ad?"

I a

sked

.

"The

y're

tak

ing

food

insi

de th

e hi

ll. T

hey

prob

ably

hav

e

thou

sand

s of a

nts

to fe

ed in

side

." D

ad s

aid,

"W

atch

this

." H

e

gent

ly p

oked

a tw

ig in

to a

sm

all h

ole

on th

e hi

ll. A

ll of

a s

udde

n,

man

y an

ts c

ame

out.

''The

ant

s are

on

aler

t, tr

ying

to p

rote

ct th

eir h

ill, "

he

said

.

I ben

t dow

n to

look

clo

ser.

Som

e an

ts c

limbe

d on

my

shoe

s.

"We

bette

r lea

ve n

ow," D

ad s

aid.

Dad

and

I w

alke

d an

d

wal

ked

until

we

wer

e ho

me.

Now

whe

neve

r I se

e on

e an

t, I s

top

and

thin

k ab

out t

he c

ity o

f ant

s th

ey m

ight

be

feed

ing

and

prot

ectin

g.

Ret

ell:

Tot

al:

0 12 3 4 5

6 7 8 9 10

11 12

1314

1516 16

18

1920 21 22 23 24 25

26 27 28 29 30 31 32 33 34 35 36 37 38 39 4

0 41 42 43 44 45 46 47 48

49 50 51 52 5

3 54

55

56 57

58 5

9 60 61

62 63 64 6

5 66

67

68 69 70 71

72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

©20

01G

ood

&K

amin

ski

Page

2

©20

02 D

ynam

icM

easu

rem

entGro

up. I

nc,

Page

3

DIB

EL

S O

ral R

eadi

ng F

luen

cy R

ole:

Exa

min

erSh

ort F

orm

Dir

ectio

ns

Whe

n I s

ay b

egin

sta

rt r

eadi

ng a

loud

at t

he to

p of

thep

age

(poi

nt).

Rea

d ac

ross

the

page

(poi

nt).

Try

to re

ad e

ach

wor

d If

you

com

e to

a w

ord

you

don'

t kn

ow, I

'll t

ell i

t to

you.

Be

sure

to d

o yo

ur b

est

read

ing.

Rea

dy, b

egin

. A

t the

end

of

1 m

inut

e, p

lace

a b

rack

et ( ]

) af

ter

the

last

wor

d an

d sa

y "S

top.

"

DO

RF

Prom

ess M

onito

ring

2

The

Rai

ny D

ay P

icni

c I w

as so

sad.

Thi

s w

as th

e da

y w

e w

ere

goin

g to

the

park

for

IS

a pi

cnic

. I w

ante

d to

go

to th

e pl

aygr

ound

. I w

ante

d to

swin

g. I

29

wan

ted

to la

y on

the

gras

s and

look

up

at th

e fl

uffy

clo

uds.

But

43

that

mor

ning

it w

as ra

inin

g. T

here

wer

e pu

ddle

s eve

ryw

here

. 52

And

we

coul

d he

ar th

unde

r. I s

tart

ed to

cry

. 61

My

mot

her s

aid,

"W

ait!

We

will

stil

l hav

e th

e pi

cnic

!"

71

I cri

ed, "

But

how

? It

won

't be

fbn

if it

's w

et!"

82

She

told

me

to s

it d

own

and

read

a b

ook

The

n sh

e sa

id s

he'd

96

mak

e an

indo

or p

icni

c fo

r us.

I cou

ld h

ear h

er d

oing

thin

gs in

the

r 10

kitc

hen.

She

told

me

not t

o lo

ok. T

hen,

whe

n sh

e w

as re

ady,

she

12

3

said

to c

ome

into

the

livin

g ro

om.

I30

I saw

a b

lank

et o

n th

e ru

g. I

saw

the

picn

ic b

aske

t fil

l of

144

sand

wic

hes a

nd p

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DIBELSTM Oral Reading Fluency Role: Observer Assessment Integrity Checklist


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÷ box to indicate Fine or Needs Practice 1. Performs standardized directions verbatim:

When I say begin start reading aloud at the top of the page. Read across the page. Try to read each word. If you come to a word you don’t know, I’ll tell it to you. Be sure to do your best reading. Ready, begin.


3. Starts stopwatch after child says the first word of the passage.

4. For first word, waits 3 seconds for child to read the word. After 3 seconds, says the correct word, starts the stopwatch, and scores the first word as incorrect.

5. For all words, if child hesitates or struggles with a word for 3 seconds, says the correct word and scores the word as incorrect.

6. Puts a slash through words read incorrectly.

7. Follows discontinue rule if child does not get any words correct in first five words.

8. At the end of 1 minute, places a bracket (e.g., ] ) after the last word provided and says “stop.”

9. Records the number of correct words.


The Ant Hill

Dad and I took a hike in the woods. We walked for a long time and stopped to take a rest. We sat down on a log and had a drink of water. A big hill was nearby.

Dad said, "Look, there's an ant hill." I walked up to the hill and took a closer peek. At first it

looked just like a dirt hill. Then I noticed a few ants running around. I looked closer. I saw little ants carrying pieces of mushroom. The pieces were almost as big as the ants.

"What are they doing, Dad?" I asked. "They're taking food inside the hill. They probably have

thousands of ants to feed inside." Dad said, "Watch this." He gently poked a twig into a small hole on the hill. All of a sudden, many ants came out.

"The ants are on alert, trying to protect their hill," he said. I bent down to look closer. Some ants climbed on my shoes. "We better leave now," Dad said. Dad and I walked and

walked until we were home. Now whenever I see one ant, I stop and think about the city of ants they might be feeding and protecting.

DIBELS Oral Reading Fluency © 2002 Dynamic Measurement Group. Inc.

Progress Monitoring 1Revised: 06/06/02

The Rainy Day Picnic

I was so sad. This was the day we were going to the park for a picnic. I wanted to go to the playground. I wanted to swing. I wanted to lay on the grass and look up at the fluffy clouds. But that morning it was raining. There were puddles everywhere. And we could hear thunder. I started to cry.

My mother said, "Wait! We will still have the picnic!" I cried, "But how? It won't be fun

if it's wet!"

She told me to sit down and read a book. Then she said she'd make an indoor picnic for us. I could hear her doing things in the kitchen. She told me not to look. Then, when she was ready, she said to come into the living room.

I saw a blanket on the rug. I saw the picnic basket full of sandwiches and potato chips and fruit. I saw pillows to lie on. My mother was wearing her straw hat and sunglasses.

"Come on," she said. "It's picnic time!" It was the best rainy-day picnic I ever went to.

DIBELS Oral Reading Fluency 8 2002 Dynamic Measurement Group, Inc.

Progress Monitoring 2 Revised: 06/06/02

Visiting Aunt Rose

My Aunt Rose invited me to spend the weekend. Aunt Rose doesn't have kids. She said I could be her kid for two days. She's like my big sister.

I like to go to visit my Aunt Rose's home. She likes to do the same things I like. I like to go swimming. So does my Aunt Rose. The pool where she goes also has a hot tub. I like to sit in the hot tub. So does my Aunt Rose. I always bring my swimming suit when I visit.

Our weekend was perfect. On Saturday we went out for breakfast. I had strawberry pancakes with whipped cream. Then we went shopping. She bought me a pink shirt. Then we went swimming and sat in the hot tub.

On Sunday she helped me make oatmeal cookies. Then we painted each other's nails. Our fingers and toes match. They are bright pink. Then we went to the movies. We saw The Lion King.

Aunt Rose drove me home. I handed my mother a plate of the oatmeal cookies. I showed my brother my new shirt. Dad admired my bright pink nails.

"Dad," I asked, "Could I live at Aunt Rose's?" "No," he said. "If you went there all the time it wouldn't be a

special treat."

DIBELS Oral Reading Fluency© 2002 Dynamic Measurement Group, Inc.

ProgressMonitoring 3Revised: 06/06/02

TAB 8"Score Interpretations"

DIBELS Risk LevelsKindergarten

2004-2005

Fall Win 1 Win 2 Spring1 2 3 4

0 to 3 0 to 7 0 to 11 HR4 to 7 8 to 18 12 to 24 MR

8 to 11 19 to 23 25 to 33 LR12+ 24+ 34+ AA

0 to 1 0 to 10 0 to 18 0 to 28 HR2 to 7 11 to 20 19 to 30 29 to 39 MR8 to 16 21 to 29 31 to 41 40 to 49 LR

17+ 30+ 42+ 50+ AAHR 0 to 7 0 to 9MR 8 to 22 10 to 34LR 23 to 38 35 to 47AA 39+ 48+HR 0 to 7 0 to 14MR 8 to 15 15 to 24LR 16 to 25 25 to 34AA 26+ 35+

HR - High Risk: Seriously below grade level and in need of substantial intervention.MR - Moderate Risk: Moderately below grade level and in need of additional intervention.LR - Low Risk: At grade levelAA - Above Average: At or above the 60th percentile

Nonsense Word Fluency

Initial Sound Fluency

Letter Naming Fluency

Phoneme Segmentation

Fluency

Kindergarten

TAB 9 "Accommodations"

DIBELSTM - Accommodations Page 44


DIBELSTM Approved Accommodations The purpose of accommodations is to facilitate assessment for children for whom a standard administration may not provide an accurate estimate of their skills in the core early literacy skill areas. Assessment and accommodations to assessment should be consistent with the primary goal of accurately estimating the child’s skills in phonemic awareness, phonics or alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary development. DIBELS approved accommodations are accommodations that are unlikely to change substantially the meaning or interpretation of scores on the measures or the target skill being assessed by the measure. When DIBELS approved accommodations are used, the regular DIBELS interpretation guidelines apply, and the scores can be entered into the DIBELS Data System for reporting and interpretation. The “Tested with DIBELS Approved Accommodations” box should be checked in the student demographics section. When the DIBELS assessments are administered in ways different from both a DIBELS standard administration and the DIBELS approved accommodations, the administration would be considered an unstandardized administration and the resulting scores cannot be interpreted with the DIBELS interpretive and reporting procedures. Scores from a nonstandard administration using unapproved accommodations should not be entered into the DIBELS Data System for reporting and analysis. For example, extended time or un-timed administration would not be a DIBELS Approved Accommodation. For the DIBELS measures, fluency is an integral aspect of the construct being assessed. Scores from an un-timed administration would not be comparable or interpretable with the procedures for reporting and interpreting DIBELS scores. An interventionist may elect to administer the DIBELS in an un-timed way, but the scores should not be entered into the DIBELS Data System, the reliability and validity data for DIBELS would not be applicable, and the benchmark goals would not be relevant or appropriate.

Changes in Test Administration and Scoring that are Not Approved Accommodations Timing. Changes in the timing of DIBELS assessments or un-timed administrations are not approved accommodations. If the DIBELS measures are administered under un-timed conditions or with extended time, the scores should not be entered into the DIBELS Data System. In addition, the research establishing the reliability and validity of the measures would not apply to un-timed or extended time administrations. In addition, the scoring guidelines for interpreting level of risk and for making instructional recommendations would not apply.



Approved Accommodations for Retesting and Test-Teach-Test IS

F

PSF

NW

F

DO

RF

LNF

WU

F

A powerful accommodation for students who experience a variety of difficulties is to repeat the assessment under different conditions or with different testers. Retesting should take place on different days with different probes under different conditions that are considered to potentially impact student performance. The median of the three most recent assessments should be used as the best indicator of the child’s skills.

X X X X X X

Response to instruction is a second, powerful accommodation to for students who experience a variety of difficulties. Repeated assessment on different days with different probes in the context of explicit instruction on the target skills. The target skills are phonemic awareness, phonics, and accuracy and fluency with text. The target skills should be explicitly taught, under no conditions should the specific items on a probe be explicitly taught. The median of the three most recent assessments should be used as the best indicator of the child’s skills.

X X X X X X

Approved Accommodations for Setting and Tester ISF

PSF

NW

F

DO

RF

LNF

WU

F

The child may be tested in an alternate setting. For example, a special room with minimal distractions, complete quiet, or enhanced or specialized lighting may be used.

X X X X X X

The child may be tested with a familiar person, interpreter, specialist, or other facilitator present. The familiar person or interpreter may assist in supporting the student and tester to obtain an accurate estimate of the student’s skills.

X X X X X X

The child may be tested by a tester with whom the child is comfortable and who is familiar with the child’s language and communicative strategies. For example, the child’s teacher, or an aide especially familiar to the child, or even the child’s parent. In all cases the tester must receive appropriate training, observation, and supervision.

X X X X X X

The child may be tested by a professional with relevant specialized training. For example, a child with severe articulation difficulty might be tested by a Speech-Language Pathologist. Appropriate training is essential.

X X X X X X

Approved Accommodations for Directions ISF

PSF

NW

F

DO

RF

LNF

WU

F

The practice item may be repeated or one additional example may be provided.

X X X X



If necessary, the child can be provided with a lead example in addition to the model example. “The sounds in ‘sam’ are /s/ /a/ /m/. Do it with me, /s/ /a/ /m/.”

X X X

The child’s understanding of directions can be checked. For example, the child can be asked to repeat or summarize the directions.

X X X X X X

The directions can be provided in a manner more accessible to the child. For example, directions can be provided in sign language for a child who would be more comfortable with sign than verbal directions. A child with limited English proficiency may be provided with the directions in their primary language. For example, to assess a child’s early literacy skills in English, directions for the task may be provided in Spanish and stimulus items presented in English.

X X X X X X

Approved Accommodations for Stimulus Materials ISF

PSF

NW

F

DO

RF

LNF

WU

F

Large print or enlarged edition of stimulus materials may be used.

X X X X

Closed-circuit TV for enlargement of print and picture stimuli is appropriate if necessary to enhance performance for students with low vision.

X X X X

Colored overlays, filters, or lighting is appropriate if vision and performance are enhanced.

X X X X

If a student has sufficient skills with Braille, a Braille edition of stimulus materials may be used. A Braille edition of materials is in development. Scores for the Braille edition may not be directly comparable.

X X X

An alternate font for stimulus materials may be used. For example, most print materials use a Times font as a frequently encountered font in reading materials in first and second grade. The target for any font is a font that would be used in reading materials in first grade.

X X X

Stimulus materials may be printed in color for ease of identification and use.

X

Alternate pictures of the target words may be used if pictures that are more familiar to the student are available. The target word should not be changed.

X

If the words used in the Initial Sound Fluency are unfamiliar vocabulary for the student, the student can be asked to repeat the word associated with each picture. For example, “This is mouse. What is this? This is flowers. What is this? This is pillow. What is this? This is letters. What is this?”

X



If the words used in the Initial Sound Fluency are unfamiliar vocabulary for the student, the vocabulary can be pre-taught prior to administration of the measure. The words selected for the ISF measure are drawn from written materials appropriate for first and second grade students, so students can be expected to encounter the words in their reading.

X

Amplification or a direct sound system from tester to student are appropriate if it will facilitate hear of directions or test stimuli.

X X X X X X

Approved Accommodations for Student Responses ISF

PSF

NW

F

DO

RF

LNF

WU

F

If necessary to facilitate student responding, the student or tester may have a marker or ruler under a line of text or items in order to focus attention. This accommodation should only be used if necessary for the student to respond. In a standard administration, if the student skips a row, the row is not counted or penalized, and instructionally relevant information on the student’s tracking skills is obtained.

X X X

The student may respond using a preferred or strongest mode of communication. For example, the student may sign, use a word board, or computer to use a word or read a passage. The tester should make a professional judgment regarding the fluency of response. If the student’s fluency is affected by the accommodation, then the standard scoring rules should not be applied.

X X

TAB 10"Implementation"

Practicing DIBELS to Proficiency

School Site Experience: 1/2 day or 4 hours

1. Determine site (elementary school) where practice can be set up.

2. Have the participants arrive at school at 8:00 a.m. or appropriate early morning time. Set up the location for them to meet where they can practice with each other in pairs and with students. The media center is usually selected.

3. Pre-select classrooms (one first grade classroom and one second grade classroom) for practice through the principal/teacher. The first grade class will be needed for practice about one hour after the trainees arrive. The second grade class should be available about 2 to 2.5 hours after the trainees arrive. Trainers should check on the lunch schedule or special activities so that the practice time does not conflict. Adjust accordingly.

4. The trainer reviews procedures for LNF and ISF with trainees.

5. Participants practice these two measures with each other using the kindergarten practice forms.

6. First grade students are brought to the location by the classroom teacher (one class should be more than adequate).

7. Students are evaluated by an examiner and then return to the classroom as a group or individually as deemed appropriate by the teacher. Practice time usually takes no more than 30 minutes. Teachers are encouraged to stay and observe the practice session and ask any questions they might have of the trainer.

8. Next, trainees discuss their experiences. The trainer then reviews PSF, NWF, and ORF requirements. Trainees practice with each other using the first grade practice forms.

9. Second grade students arrive for practice. Practice time usually takes no more than 35 minutes.

10. Students return to the classroom.

11. Trainees discuss their experiences. Other questions are answered.

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Florida’s Reading First Assessment: DIBELS™

1. Set up sign-in procedures for team members (who are not regularmembers of school staff) at front office with directions to thedesignated DIBELS workroom.

2. Once team members have arrived, determine lunchroom needsand let the lunchroom staff know of additional guests.

3. Provide maps to each team member, along with the testingschedule that has been predetermined.

4. Have extra pens, pencils, and reinforcement stickers handy.Determine that each team member has a stopwatch, a calculator,a clipboard, student probes, test manuals, and any other materialsnecessary to conduct the assessment. Team members can putstudent labels (PMRN users only) on forms as they are workingwith a classroom. If more convenient, these can be affixed prior todata collection day with forms kept in alphabetical order. Labelsare placed on the first page of the scoring form.

5. Team members should score and initial all forms they complete.Once a team member has completed the testing assignment, he/she should return the completed forms to the workroom. If formsfor a given classroom are divided up among several teammembers, be sure that all classroom specific forms are combinedin the workroom with the class list; include labels not used (withnotation on label providing reason that label was not used).

6. Once all students have been assessed in a classroom, randomlyselect twenty percent of the completed examiner scoring formsfrom the classroom; assign to another team member to verifyscores. The verifying team member initials the scoring form belowthe examiner’s initials. If any errors are found, have all scoringforms reviewed for accuracy.

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Sample Team Assessment Process

A sample outline of activities for establishing a smooth team assessment processfollows.

Informing Schools of Data Collection Schedule: District OfficeResponsibilities

1. Provide each school with the district assessment schedule.2. Let schools know when the assessment materials will be delivered to the

schools and, if appropriate, when the materials will need to be returned tothe district office.

3. Determine whether school assessment team members are fully preparedto undertake the assessment.

Preparing Examiner Scoring Sheets for Classrooms

District Office1. One to two weeks prior to data collection, send DIBELS scoring forms

and student probes (one set of probes for every 100 students with aminimum of four probes) to every Reading First school. Keep any extrascoring forms and student probes at district office for distribution asneeded.

2. Send materials for outcome measures to Reading First schools at a pre-determined date.

School1. Divide scoring forms into sufficient numbers for each classroom.2. Notify the district office if extra copies are needed.3. Have teachers confirm accuracy, revise class lists as necessary, and

print corresponding student labels (PMRN users only) to place on top ofeach scoring form. Keep materials in a secure location until the day ofassessment.

Preparing for Data Collection Days: School Responsibilities1. Confirm that all individuals responsible for assessment have been trained

and have the prerequisite skills to assess the students.2. Designate a convenient location for the team to work in during the day

(workroom).3. Prepare maps of the school with classrooms noted for each assessment

team member.4. Determine the assessment schedule for each classroom based on the

teacher’s schedule, size of assessment team and grade level. Youngchildren should typically be scheduled earlier in the day.


P

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5. Explain the procedures for assessment to the classroom teachers sothey are comfortable with the process when their students areselected for assessment.

6. Post assessment schedule at least one week in advance for teachersto review.

7. Establish locations to conduct assessment for each classroom being certain that students waiting to be assessed are out of hearing range of students being assessed.

Suggestions include:

a. Setting up the media center (or other large area) whereclasses come with the teacher while the team evaluates theindividual children

b. Setting up a desk and two chairs in the classroom in a quietlocation for each examiner to assess students who come oneat a time when called by the team member

c. Setting up a desk and two chairs in a location close to theclassroom, have two students come to the site with onestudent being evaluated while other student waits his or herturn. Once the first student has been assessed, that studentserves as a “runner” to get another student from theclassroom. The third student will then wait while the secondchild is being assessed. Continue until all students areevaluated.

Sample Individual Assessment Process

A sample outline of activities for establishing a smooth assessment process byan individual follows.

Preparing Examiner Scoring Sheets for Classrooms1. Prepare scoring forms in sufficient numbers for the classroom.2. Label with appropriate student data.3. Confirm accuracy of the student data and revise class lists as necessary.

Keep materials in a secure location until the day of assessment.

Preparing for Data Collection Days1. Review DIBELS administration and scoring rules and have the

prerequisite skills to assess the students.2. Determine assessment schedule based on the teacher’s schedule and

grade level. Young children should typically be scheduled earlier in the

day.3. Establish a location to conduct assessment, being certain that students waiting to be assessed are out of hearing range of those being assessed.

Suggestions include:a. Setting up a desk and two chairs in the classroom in a quiet

location to assess students who come one at a time.b. Setting up a desk and two chairs in a location close to the

classroom, have two students come to the site with one studentbeing evaluated while other student waits his or her turn. Once thefirst student has been assessed, that student serves as a “runner”to get another student from the classroom. The third student willthen wait while the second child is being assessed. Continue untilall students are evaluated.

Data Collection Day1. Have extra pens, pencils, and reinforcement stickers handy. Prepare

stopwatch, calculator, clipboard, student probes, test manuals, and anyother materials necessary to conduct the assessment.

2. Score and initial all forms.3. Once all students have been assessed in a classroom, randomly select

twenty percent of the completed examiner scoring forms from theclassroom; assign to another examiner to verify scores. The verifyingexaminer initials the scoring form below the examiner’s initials. If anyerrors are found, have all scoring forms reviewed for accuracy.

TAB 11"Resources"

Resources/Strategies for Reading

Phonemic Awareness• Yopp, H. K. (1992). Developing phonemic awareness in young

children. The Reading Teacher, 45(9), 696-703.• Griffith, P., & Olson, M. (1992) Phonemic awareness helps beginning

readers break the code. Baltimore, MD: Brookes.• Adams, M. J., Foorman, B., Lundberg, I., & Beeler, T. (1997).

Phonemic awareness in young children: A classroom curriculum.Baltimore, MD: Brookes.

• Torgesen, J., & Mathes, P. (2000). A basic guide to understanding,assessing, and teaching phonological awareness. Austin, TX: Pro-Ed.

• O’Conner, R. E., Notari-Syverson, A., & Vadasy, P. F. (1998). Laddersto literacy: A kindergarten activity book. Baltimore, MD: Brookes.

Phonics• Mathes, P. G., Menchetti, J. C., & Torgesen, J. K. K-PALS

(Kindergarten peer-assisted literacy strategies). Longmont, CA:Sopris West.

• Mathes, P. G., Torgesen, J. K., Allen, S. H., & Allor, J. H. First GradePALS (Peer-assisted literacy strategies). Longmont, CA: Sopris West.

• Mathes, P. G., Allor, J. H., Torgesen, J. K., & Allen, S. H. Teacher-Directed PALS (Paths to achieving literacy success). Longmont, CA:Sopris West.

• Blachman, B., Ball, E. W., Black, R., & Tangel, D. (1998). Road to thecode. Baltimore, MD: Brookes.

• Kame’enui, E.J.& Simmons, D.C. (1999) Early Reading Intervention.Upper Saddle River, NJ: Scott Foresman.

• Great Leaps. Gainesville, FL: Diarmiud. http://www.greatleaps.com• Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (1999). Words

their way: Word study for phonics, vocabulary, and spellinginstruction, (2nd Ed.) Englewood Cliffs, NJ: Prentice Hall.

• Blevins, W. (2001). Teaching phonics and word study in theintermediate grades. New York: Scholastic.

Fluency• Great Leaps. Gainesville, FL: Diarmiud. http://www.greatleaps.com• Strategies:

� Echo Reading� Choral Reading� Partner Reading� Guided Repeated Oral Reading

R

E

S

O

U

R

C

E

S


� Timed Reading on Independent Level Text (for one minute)• Read text• Record number of words read correctly• Set goal• Read same text again• Record number of words read correctly• Set goal• Read same text again• Record number of words read correctly

Vocabulary• Frayer, D. A., Frederick, W. D., & Klausmeier, H. J. (1969). A schema

for testing the level of concept mastery. Working paper no. 16.Madison, WI: Wisconsin Research and Development Center forCognitive Learning.

• Beck, I.L., McKeown, M. G., & Kucan, L. (2001). Bringing Words to Life,Robust Vocabulary Instruction. New York, NY: The Guilford Press

• Strategies:� Specifically teach words and concepts� Extend instruction to promote active engagement with

vocabulary� Provide multiple exposures to words� Read aloud to students� Encourage independent wide reading� Promote word consciousness� Teach word learning strategies

Comprehension• Harvey, S., & Goudvis, A. (2000). Strategies that work (K-8).

Stenhouse Publishers.• Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought.

Heineman.• Raphael, T. (1982). Improving question-answering performance

through instruction. Washington, DC: National Institute of Education.• Ogle, D. (1986). KWL: a teaching model that develops active reading

of expository text. The Reading Teacher, 39, 564-570.� What I know, what I want to know, and what I learned

• Strategies:� Story grammar maps for narrative text� Activate prior knowledge by

• Asking questions• Brainstorming• Discussing• Providing analogies• Teaching pre-reading strategies to recall prior

knowledge

Professional Development• Moats, Louisa (2003) LETRS, language essentials for teachers of

reading and spelling. Longmont, CO: Sopris West EducationalServices.


Glossary of Reading TermsSupporting Reading Throughout Florida’s Schools

Reading First: Reading First is the largest, most focused, scientifically based K-3 federal reading initiative this country has ever undertaken.

Just Read, Florida!: Governor Bush’s statewide reading initiative involvingparents, educators, businesses, and the community to ensure all children canread at or above grade level by 2012 and to create reading as a core value forevery Floridian.

Florida Center for Reading Research: An organization whose purpose is four-fold:

1. To serve as part of Florida’s “Leadership Triangle” for the Just Read,Florida! Initiative and to provide technical assistance and support todistricts and schools receiving a Reading First Award;

2. To conduct applied research that will impact policy and practices related toreading instruction;

3. To disseminate information about research-based practices related toreading instruction and assessment; and

4. To conduct research on reading, reading growth, reading assessment, andreading instruction that will contribute to the scientific knowledge ofreading.

Phonological Awareness

Elkonin Boxes: A framework used during phonemic awareness instruction.Elkonin Boxes are sometimes referred to as Sound Boxes. When working withwords, the teacher can draw one box per sound in a target word. Students push apenny or a marker into one box as they segment each sound in the word.

Phonemic Awareness: The ability to notice, think about, or manipulate theindividual phonemes (sounds) in words. It is the ability to understand that soundsin spoken language work together to make words. This term is used to refer to thehighest level of phonological awareness: awareness of individual phonemes inwords.

Phonological Awareness: One’s sensitivity to, or explicit awareness of, thephonological structure of words in one’s language. This is an “umbrella” term thatis used to refer to a child’s sensitivity to any aspect of phonological structure inlanguage. It encompasses awareness of individual words in sentences, syllables,and onset-rime segments, as well as awareness of individual phonemes.

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Phonics

Alphabetic Principle: The principle that letters and letter combinationsrepresent individual phonemes in words in written language.

Blending: Given the distinct units of sound that comprise a word, blending is thetask of combining those sounds rapidly, to accurately represent the word.

Chunking: Chunking refers to the practice of breaking a word into manageableparts or chunks for the purpose of decoding, or as a strategy for figuring out alonger word. Example: pic nic picnic; yes ter day yesterday (also seeFluency section)

Consonant Blend: Two or more consonants appearing together in a word witheach retaining its sound—st, pl, br, str.

Consonant Digraph: Two consonants together that represent one phoneme, orsound—ch, sh.

Decodable Text: Decodable or controlled text consists mostly of words thatcontain phonic elements that are familiar to the students as well as previouslytaught sight words such as high frequency words, irregular words, and storywords. Decodable texts provide students the chance to apply newly acquiredphonic knowledge to what they are reading.

Decoding: Decoding refers to the process of translating printed words into anoral language representation, using knowledge of letter-sound relationships andword structure.

Graphophonemic Knowledge: Knowledge of the relationships between lettersand phonemes.

High Frequency Words: A small group of words that account for a largepercentage of the words in print. High frequency words can be regular or irregularwords. Often, they are referred to as “sight words” since automatic recognition ofthese words is required for fluent reading.

Irregular Words: There are two types of irregular words: 1) Irregular wordscontain spelling patterns or phonic elements that do not follow the most commonsound/spellings of English and are not readily decoded by sounding out. 2) In theearly stages of a reading program, words are also considered irregular if theycontain phonic elements that have not yet been introduced.

Morpheme: The smallest meaningful unit of language.

Onset and Rime: In a syllable, the onset is the initial consonant or consonants,and the rime is the vowel and any consonants that follow it. For example, in theword sat, the onset is s and the rime is at. In the word flip, the onset is fl and therime is ip.

Orthography: A writing system for representing language.

Phoneme: A speech sound that combines with others in a language to makewords.

Phonics: The study of the relationships between letters and the sounds theyrepresent; also used to describe reading instruction that teaches sound-symbolcorrespondences.

Segmenting: Separating the individual phonemes, or sounds of a word intodiscrete units.

Sight Words: Words that are recognized immediately. Teachers sometimes thinksight words are irregular, or that this refers to high frequency word lists, such asthe Dolch and Fry. However, any word that is recognized automatically is a sightword. These words may be phonetically regular or irregular.

Syllable: A segment of a word that contains one vowel sound. The vowel may ormay not be preceded and/or followed by a consonant.

Systematic Phonics Instruction: Systematic phonics programs teach childrenan extensive, pre-specified set of letter-sound correspondences or phonograms.Systematic phonics instruction:

• initially introduces the most common sounds for a new letter,• presents the most useful letter-sounds first,• progresses from simple to more complex concepts (e.g., short

vowels before long vowels),• separates confusing letters and sounds, and• often uses controlled vocabulary (decodable text) to provide

practice with these elements.

Useful Letter Sounds: Useful letters are the letters that appear frequently inwords. Beginning readers can decode more words when they know several usefulletters. Knowing the sounds of m, a, t, and i is more advantageous than thesounds x, q, y, and z. Vowels are considered the most useful letters. Other usefulconsonants are b, c, d, f, g, h, k, l, n, p, and r.


Vowel Digraph or Vowel Pair: Two vowels together that represent onephoneme, or sound—ea, ai, oa.

Fluency

Automaticity: Performance without conscious effort or attention; a characteristicof skill mastery.

Chunking: Chunking refers to the process of dividing a sentence into smallerphrases where pauses might occur naturally. Slash marks can be drawn tohighlight the phrases or chunks. Students practice reading and rereading thechunks to build fluency. Example: When the sun appeared after the storm, / thenewly fallen snow /shimmered like diamonds. Or, When the sun appeared afterthe storm, / the newly fallen snow shimmered like diamonds. (Also see Phonicssection).

Fluency: Ability to read text quickly, accurately, and with proper expression.Fluency provides a bridge between word recognition and comprehension.

Frustrational Reading Level: Also known as the frustration level, thefrustrational reading level is the level at which a reader reads at less than a 90%success rate, i.e., with more than one error per 10 words read. Frustration leveltext is difficult text for the reader.

Independent Reading Level: The level at which a reader can read text at a95% success rate, i.e., with no more than one error per 20 words read.Independent reading level is relatively easy text for the reader.

Instructional Reading Level: The level at which a reader can read text at a90% success rate, i.e., with no more than one error per 10 words read.Instructional reading level engages the student in challenging but manageabletext.

Prosody: Reading with expression, proper intonation, and phrasing. This helpsreaders to sound as if they are speaking the part they are reading. It is also thiselement of fluency that sets it apart from automaticity.

Reading Fluency Prorating Formula: When students are asked to readconnected text for more than one minute or less than one minute, theirperformance must be prorated to give a fluency rate per minute. The proratingformula for this is the following: words read correctly x 60 divided by the numberof seconds = Reading Fluency Score.

Vocabulary

Affix: Affix is a general term that refers to both suffixes and prefixes.

Antonym: A word opposite in meaning to another word.

Cognates: Cognates are words that are related to each other by virtue of beingderived from a common origin. For example, ‘decisive’ and ‘decision’ arecognates.

Derivational Affix: A prefix or suffix added to a root or stem to form another word,as -ness in likeness. Note: A derviational suffix changes the word to which it isadded into another part of speech, as –ness forms nouns from adjectives.

Derivative: A word formed by adding an affix to a root or stem; derived from, asadding pre- before fix to make prefix.

Etymology: The origin of a word and the historical development of its meaning.For example, the origin of our word etymology comes from late Middle English:from Old French ethimologie, via Latin from Greek etumologia, from etumologos‘student of etymology,’ from etumon, neuter singular of etumos ‘true.’

Expressive Language: Language that is spoken.

Idiom: A phrase or expression different from the literal meaning of the words; aregional or individual expression with a unique meaning.

Inflectional Suffix: In English, a suffix that expresses plurality or possessionwhen added to a noun, tense when added to a verb, and comparison when addedto an adjective and some adverbs. A major difference between inflectional andderivational morphemes is that inflections added to verbs, nouns, or adjectives donot change the grammatical role or part of speech of the base words (-s, -es, -ing, -ed).

Irregular Words: Words that contain letters that stray from the most commonsound pronunciation.

Prefix: An affix attached before a base word or root, as re- in reprint.

Receptive Language: Language that is heard.

Root: A bound morpheme, usually of Latin origin, that cannot stand alone but thatis used to form a family of words with related meanings.


Suffix: An affix attached to the end of a base, root, or stem that changes themeaning or grammatical function of the word, as -en in oxen.

Synonym: Words that have similar meanings.

Vocabulary: Vocabulary refers to all of the words of our language. One mustknow words to communicate effectively. Vocabulary is important to readingcomprehension because readers cannot understand what they are readingwithout knowing what most of the words mean. Vocabulary development refers tostored information about the meanings and pronunciation of words necessary forcommunication. There are four types of vocabulary:

Listening vocabulary – the words needed to understand what is heardSpeaking vocabulary – the words used when speakingReading vocabulary – the words needed to understand what is readWriting vocabulary – the words used in writing

Comprehension

After Reading Comprehension Strategies: Strategies that require activetransformation of the key information in the text that has been read (e.g.,summarizing, retelling).

Before Reading Comprehension Strategies: Strategies employed toemphasize the importance of preparing children to read an unfamiliar text (e.g.,activate prior knowledge, set a purpose for reading).

Comprehension: Understanding what one is reading. Comprehension is theultimate goal of all reading activity.

During Reading Comprehension Strategies: Strategies that help childrenengage the meanings of a text (e.g., asking questions at critical junctures;modeling the thought process used to make inferences; constructing mentalimagery).

Expository Text: Text that reports factual information (also referred to asinformational text) and the relationships among ideas. Expository text tends to bemore difficult for students than narrative text because of the density of long,difficult, and unknown words or word parts.

Graphic Organizers: Graphic organizers provide a visual framework orstructure for capturing the main points of what is being read. They are a visualrepresentation of a certain body of knowledge that might include concepts, ideas,events, vocabulary, or generalizations. The structure of a graphic organizer isdetermined by the structure of the kind of text being read. Graphic organizers

allow ideas in text and thinking processes to become external by showing theinterrelatedness of ideas, thus facilitating understanding for the reader.

K-W-L: K-W-L is a technique used most frequently with expository text to promotecomprehension. It can be used as a type of graphic organizer in the form of achart, and it consists of a 3-step process: What I know (accessing priorknowledge), What I Want to Know (setting a purpose for reading), and What ILearned (recalling what has been read).

Metacognition: An awareness of one’s own thinking processes and how theywork. The process of consciously thinking about one’s learning or reading whileactually being engaged in learning or reading. Metacognitive strategies can betaught to students; good readers use metacognitive strategies to think about andhave control over their reading.

Narrative Text: Text that tells a story about fictional or real events.

Self-Monitoring: This is another way of referring to metacognition. Whenstudents use self-monitoring strategies, they actively think about how they arelearning or understanding the material, activities, or reading in which they areengaged.

Story Maps: Story Mapping is a strategy used to unlock the plot and importantelements of a story. These elements can be represented visually through variousgraphic organizers showing the beginning, middle, and end of a story. Answeringthe questions of who, where, when, what, and how or why, and listing the mainevents is also part of story mapping. These elements are also referred to as storygrammar.

Strategic Learners: Strategic learners are active learners. While reading theymake predictions, organize information, and interact with the text. They think aboutwhat they are reading in terms of what they already know. They monitor theircomprehension by employing strategies that facilitate their understanding.

Text Structure: The various patterns of ideas that are embedded in theorganization of text (e.g., cause-effect, comparison-contrast, story grammar).

Instruction

Ample Opportunities for Student Practice: Ample practice opportunities areprovided when students are asked to apply what they have been taught in order toaccomplish specific reading tasks such as accurately pronouncing words in text,or constructing the meaning of a text. Practice should follow in a logicalrelationship with what has just been taught in the program. Once skills areinternalized, students are provided with more opportunities to independentlyimplement previously learned information.


Differentiated Instruction: Matching instruction to meet the different needs oflearners in a given classroom.

Explicit Instruction: Teacher-led, interactive instruction in which the teacherdirectly presents materials and relationships that need to be learned. The teachermodels expectations and then supports the students by providing immediatecorrective feedback as the students demonstrate their learning. Nothing is left tochance. Students are not guessing. When explicit instruction is implemented,students are not practicing errors. For example, if we want children to know howto use active comprehension strategies while they read, we should clearlyidentify those strategies for children, show how they are used to enhancecomprehension, and provide opportunities for practice with feedback. The sameprinciples apply to instruction in all the critical components of reading.

Flexible Grouping: Grouping students and regrouping students according toshared instructional needs and abilities.

Immediate Intensive Intervention: As soon as we know that students are notmaking adequate progress in reading, we need to immediately implement moreintensive instruction than what they have been receiving.

Immediate Corrective Feedback: When an error occurs, the teacherimmediately attends to it by scaffolding instruction.

Implicit Instruction: The opposite of explicit instruction. Students discover skillsand concepts instead of being explicitly taught. For example, the teacher writes alist of words on the board that begin with the letter “m” (mud, milk, meal,mattress) and asks the students how the words are similar. The teacher elicitsfrom the students that the letter m stands for the sound you hear at the beginningof the words.

Initial Instruction: First line of defense to prevent reading failure for all students.A core reading program is the instructional tool used for initial instruction inReading First.

Intensity: Intensity is focused instruction. Students are academically engagedwith the content and the teacher. Students are receiving more opportunities topractice with immediate teacher feedback.

Instructional Design: The way in which a curriculum is constructed. A solidinstructional design maps out a “blueprint” that is logically organized beforeinstruction and activities are developed.

Learning Centers: Learning centers, sometimes referred to as reading orliteracy centers, are special places organized in the classroom for students to

work in small groups or pairs, either cooperatively or individually. Each centercontains meaningful, purposeful activities that are an extension and reinforcementof what has already been taught by the teacher in reading groups or in a largegroup. Learning centers offer students the opportunity to apply the skills they havebeen learning. Learning centers are an excellent system for accountability. This isa way for students to stay academically engaged and for teachers to determinewhether or not students actually know what they have been taught. It is importantto develop a system and organize your classroom in such a way that you canprovide feedback to students in a timely manner. Waiting until the end of the weekto look at what students have worked on all week is not a productive use ofinstructional time, as students may have been practicing errors all week.

Students practice phonics skills at the phonics center, sort word cards at thevocabulary center, and at the reading center, they read books, listen to tapedbooks, record the reading of a book, and read in pairs. The reading center wouldcontain a variety of books at various reading levels to meet the needs of allstudents. Other centers may consist of writing and spelling activities, pocketcharts, white boards, magnetic letters to practice word building, sentence stripsand word cards to create stories, sequencing activities with pictures, storyboards, or sentence strips to retell a story that has been read. Some centers maybe permanent; others will change according to the skills, books, and activitiesbeing currently addressed. At learning centers, all activities focus on the content ofthe reading segment. It is recommended that teachers not bring in material fromother content areas unless the activity from science or math, for example,specifically focuses on a skill that is being addressed in reading instruction.Learning centers require careful planning. Usually students work in centers whilethe teacher is conducting reading groups or working with small groups ofstudents.

Linked: There is a connection between what is being taught. For example, oncestudents learn some common letter sounds during phonics instruction, they thenread words that use those same letter sounds to practice fluency andcomprehension strategies. In other words, there is a clear connection (or link)among the objectives of what is taught.

Pedagogy: How instruction is carried out or the method and practice of teaching.

Scaffolded Instruction: Students are given all the support they need to arrive atthe correct answer. For example, after an error occurs, the support or assistancea teacher offers may include cues, giving reminders or encouragement, breakingthe problem down into steps, providing an example, or anything else so thatstudents can arrive at the correct answer instead of the teacher giving the answer.

Scientifically Based Reading Research (SBRR): This refers to instructionalpractices based on scientifically based reading research. This type of research


applies rigorous, systematic, and objective procedures to obtain valid knowledgerelevant to reading development, reading instruction, and reading difficulties. Thisincludes research that:

• Employs systematic, empirical methods that draw on observation orexperiment;

• Involves rigorous data analyses that are adequate to test the statedhypotheses and justify the general conclusions drawn;

• Relies on measurements or observational methods that provide valid dataacross evaluators and observers and across multiple measurements andobservations; and

• Has been accepted by a peer-reviewed journal or approved by a panel ofindependent experts through a comparably rigorous, objective andscientific review.

Strategic Learner: One that is able to apply various learning strategies toappropriate learning situations is referred to as a strategic learner.

Student Aligned Materials: The content of student materials (texts, activities,homework, manipulatives, etc.) work coherently with classroom instruction toreinforce the acquisition of specific skills in reading. If students are taught specificletter-sound relationships, they should have the opportunity to practice applyingthat knowledge to decoding words in text. Instruction should support the kind ofreading practice students are assigned. If students are taught specific vocabularywords, they should have the opportunity to read materials containing those words,or write compositions that apply those words in sentences or paragraphs. Studentaligned materials include a rich selection of coordinated student materials atvarious readability levels to help build student skills through practice.

Systematic Instruction: A carefully planned sequence for instruction, similar to abuilder’s blueprint for a house. A blueprint is carefully thought out and designedbefore building materials are gathered and construction begins. The plan forinstruction that is systematic, is carefully thought out, strategic, and designedbefore activities and lessons are planned. Instruction is clearly linked within, aswell as across the five components (phonemic awareness, phonics, fluency,vocabulary, and comprehension). For systematic instruction, lessons build onpreviously taught information, from simple to complex.

Word Study: Word study is the act of deliberately investigating words (e.g.vocabulary-building exercises, word-identification practice, spelling).

Assessment

Diagnostic: Diagnostic tests can be used to measure a variety of reading,language, or cognitive skills. Although they can be given as soon as a screeningtest indicates a child is behind in reading growth, they will usually be given only if a

child fails to make adequate progress after being given extra help in learning toread. They are designed to provide a more precise and detailed picture of the fullrange of a child’s knowledge and skill so that instruction can be more preciselyplanned.

Formal Assessment: Assessment that follows a prescribed format foradministration and scoring. Scores obtained from formal tests are standardized,meaning that interpretation is based on norms from a comparative sample ofchildren.

Informal Assessment: Assessment that does not follow prescribed rules foradministration and scoring and that has not undergone technical scrutiny forreliability and validity. Teacher-made tests, end-of-unit tests and running recordsare all examples of informal assessment.

Outcome: Outcome assessments are given at the end of the year for twopurposes. First, they can help the principal and teachers in a school evaluate theoverall effectiveness of their reading program for all students. Second, they arerequired in Reading First schools to help districts evaluate their progress towardmeeting the goal of “every child reading on grade level” by third grade. Schoolsmust show regular progress toward this goal to continue receiving Reading Firstfunds.

Progress Monitoring: Progress monitoring tests keep the teacher informedabout the child’s progress in learning to read during the school year. They are aquick sample of critical reading skills that will tell the teacher if the child is makingadequate progress toward grade level reading ability at the end of the year.

Screening: Screening tests provide the teacher a beginning assessment of thestudent’s preparation for grade level reading instruction. They are a “first alert”that a child will need extra help to make adequate progress in reading during theyear.

Professional Development

Certification Measures: A process to validate a particular expertise orcredential, usually involving observations or demonstrations of competence.

Coaching: A process of supporting teachers in implementing new classroompractices.

Follow-up: Assistance and/or resources provided to ensure implementation ofprofessional development.


Goals: General results desired from a program of instruction.

Learning Communities: A group in which members commit to ongoing learningexperiences with a deliberate intent to transform teaching and learning at theirschool or within their district.

Objectives: Measurable statements detailing the desired accomplishments of aprogram.

Train-the-Trainer Model: A capacity-building plan to develop master trainerswho then deliver the program information to users.

References

Billmeyer, R., Barton, M.L. (1998). Teaching Reading in the Content Areas: If NotMe, Then Who? (2nd ed.). Aurora Colorado: McREL.

Carnine, D. W., Silbert, J., Kameenui, E.J. (1997). Direct Instruction Reading. (3rd

ed.) Upper Saddle, New Jersey: Prentice Hall, Inc.

Graves, M.F., Juel, C., Graves, D. B. (2001). Teaching Reading in the 21st

Century (2nd ed.). Needham Heights, MA.: Allyn & Bacon.

Harris, T. L., Hodges, R.E. (Eds.). (1995). The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, Delaware: International Reading Association.

Honig, B., Diamond, L., Gutlohn, L. (2000). CORE: Teaching Reading Sourcebook. Novato, California: Arena Press.

Jewell, E. J. & Abate, F. (Eds.). (2001). The New Oxford American Dictionary. New York, New York: Oxford University Press, Inc.

Moats, L. C. (2000). Speech to Print: Language Essentials for Teachers. Baltimore, Maryland: Paul H. Brookes Publishing Co.

National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading.

Instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: US Government.

Put Reading First: The Research Building Blocks for Teaching Children to Read. National Institute for Literacy.

Woolfolk, A. E. (1998). Educational Psychology (7th ed.). Needham Heights, M.A.: Allyn & Bacon.


Contact Information

Director: Joseph Torgesen, Ph.D.Professor of Psychology and Education at Florida State University, Dr.Torgesen is nationally known for research on both the prevention andremediation of reading difficulties in young children as well as work onassessment of phonological awareness and reading.

Director of Assessment Programs: Patricia Howard, Ph.D.Formerly the School Psychology consultant for the Florida Departmentof Education, Dr. Howard is well known in the state for her expertise inassessment and instructional programming.

Assistant Director of Assessment Programs: Randee Winterbottom,M.S.

A special education teacher and former district administrator oflanguage arts programs, Ms. Winterbottom is responsible for thedevelopment of training programs, the review of reading tests, andfacilitating the link between assessment and classroom instruction.

Coordinator of Assessment Programs: Tricia Curran, Ph.D.An experienced Speech and Language Pathologist with expertise inassessment and professional development, Dr. Curran coordinatesthe implementation of reading assessment training for Florida’sReading First schools and districts.

Staff Assistant: Eric AldahondaAn experienced webmaster and computer technician, Mr. Aldahondamaintains the Assessment Program webpages, manages thetraining inventory, maintains ongoing communication with districtcontacts for reading assessment, and provides support to schoolsand districts implementing reading assessments

Educational Consultant: Marie Rush, B.A.A veteran classroom teacher and Master DIBELS Trainer, Ms. Rushdesigns assessment and informational materials disseminated by theCenter.

Director of Technical Projects: Karl Hook, M.S.Experienced in curriculum development and classroom teaching, Mr.Hook leads the development of the data-based management systemdesigned to provide reports to teachers and administrators on studentperformance on the Reading First assessments.

Director of Curriculum and Instructional Projects: Marcia Grek,Ph.D.

Reading educator with extensive experience in professionaldevelopment, Dr. Grek leads the Center’s curriculum and materialsevaluation projects.

Director of Professional Development: Jane Granger, M.S.Formerly the Program Director for Professional Development atthe Florida Department of Education, Ms. Granger leads theCenter’s evaluation of Reading First Professional Development.

For questions regarding� Assessment: [email protected]� Curriculum and Instruction: [email protected]� Data Management System: [email protected]� Website: [email protected]

Website Address: http://www.fcrr.org

TAB 12"Forms"

“Catch Them Before They Fall”Reading First DIBELS™™™™™ Assessment Training Evaluation

Please answer the following questions and provide any additional information tofacilitate the planning of future training activities.

Date: _____________________Training Location: _____________________

Role:___Reading Coach___Teacher___School Administration___District Administration___Other (Describe) _____________________________

1. Is this your first training experience with DIBELS or Curriculum-BasedMeasurement? ____yes ____no

2. Do you feel that this training has prepared you to use the DIBELS measures?____ yes ____no

If “no," please state what could be done to better facilitate your learning of themeasures.

3. What expectations did you have for this training?

4. Were your expectations met? _____yes _____no

If “no,” how might the training be changed to better meet your expectations?

5. What information/topic was not included that would have been beneficial?

6. How can we assist you in implementing the training in your district/school?

7. Additional comments:

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“Catch Them Before They Fall”Reading First DIBELS™™™™™ Assessment Training Registration

Date:_____________________

Name (please print): _____________________

County:_______________________________________

Job Title: _____________________________________

School (if applicable): __________________________

Check if you are a: District Contact _____Reading Coach _____District-level team member _____School-based team member _____

Preferred mailing address: ___________________________________

City, State, Zip: _____________________________________________

Telephone: ( ) ____-_____ Fax: ( ) ____-_____

E-mail (IMPORTANT!): _______________________________________

Please provide the names of each school where you will be collectingdata:

___________________________ __________________________

___________________________ __________________________

What types of information are you seeking about reading that will assistyou in your role as an assessment team member?

Thank you. Please visit our website at http://www.fcrr.org for updatedresearch-based information about assessment in Reading First schools.

This form should be turned in at the end of this training for submissionto FCRR.

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Documents

Assessment - The Florida Center for Reading Researchfcrr.org/assessment/pdf/sruss/SRUSSManual.pdf · measures (letter naming fluency and initial sound fluency). This manual is