DIBELS TM : Overview and Use Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute

DIBELSTM: Overview and UseGood, 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/.

Funded through the Centers for Implementing K-3 Behavior and Reading Intervention Models

Preventing Reading Difficulties: A Three-Tiered Intervention Model

U.S. Department of Education grant contract number H324X010013

Principal Investigator: Sharon Vaughn, Ph. D.

Co-Principal Investigators: Sylvia Linan-Thompson, Ph. D. and Batya Elbaum, Ph. D.

DIBELSTM: Overview and Use

Kim Rodriguez & Thea Woodruff

University of Texas

Center for Reading and Language Arts

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/.

(c) 2002 Good & Kaminski

Objectives

Learn how to administer select DIBELSTM measures for screening and progress monitoring.

Learn how to use DIBELSTM to inform instruction.


Early Childhood Research Institute on Measuring Growth and Development

Institute for the Development ofEducational Achievement

University of Oregon, College of Education

Oregon Department of Education

Assessment of Big Ideas in Beginning Reading

DIBELSTM Benchmark Assessment


What are the DIBELS™?

Dynamic Indicators of Basic Early Literacy Skills™

Brief, standardized, individually administered measures

Assess development of pre-reading and early reading skills

Correspond to the 5 critical elements of reading instruction


What are the DIBELS™?

Each measure assesses accuracy and fluency

The measures are predictive of later reading proficiency

Multiple forms make DIBELS™ a useful tool for frequent progress monitoring


DIBELSTM Measures

Today’s measures

Letter Naming Fluency (LNF) K-1

Oral Reading Fluency (DORF) 1-3


DIBELSTM Measures

Additional measures Initial Sound Fluency (ISF) PK-K Phoneme Segmentation Fluency (PSF) K-1 Nonsense Word Fluency (NWF) K-2 Word Use Fluency (WUF) PK-3 Oral Retell Fluency (RTF) 1-3 Spanish versions for K-3

Website: http://dibels.uoregon.edu/


The DIBELSTM


BIG IDEAS in Early Literacy Skills Phonemic Awareness.

The awareness and understanding of the sound structure of our language, that “cat” is composed of the sounds /k/ /a/ /t/.

Phonics or Alphabetic Principle. Based on two parts: Alphabetic Understanding. Words are composed of letters that

represent sounds, and Phonological Recoding. Using systematic relationships between

letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell.

Accuracy and Fluency with Connected Text. Readers who are not fluent at decoding are not able to focus their

attentional resources on comprehension.

National Reading Panel. (2000). 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. Bethesda, MD: National Institute of Child Health and Human Development.


Big Ideas and DIBELSTM

Big Idea of Literacy DIBELS Measure

General Risk Indicator Letter Naming Fluency

Phonological Awareness Initial Sounds Fluency

Phoneme Segmentation Fluency

Alphabetic Principle Nonsense Word Fluency

Accuracy and Fluency withConnected Text

DIBELS Oral Reading Fluency

Comprehension Retell Fluency

Big ideas of early literacy should drive the curriculum and instruction. And,

Big ideas should drive the measures we use.


General Instructions

Each section is a one-minute, timed measure.

Read scripted directions.

You will need: DIBELSTM 6th Edition Administration and Scoring Manual Student stimulus packet Timer Clipboard Colored Pen


DIBELSTM Letter Naming Fluency (LNF)

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/.

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.


Letter Knowledge (measured by Letter Naming

Fluency) Accuracy of naming letters

Fluency in naming letters


Materials

Student copy of LNF probe

Examiner copy of LNF probe

Timer

Colored pen


LNF Probes Each probe is a

random sort of 2 lower case and 2 upper case alphabets.

Lines help

students to keep their place.

Probe 1

c c N u Q M u h S i

n b e N F f o a K k

g p k p a H C e G D

b w F i h O x j I K

x t Y q L d f T g v

T V Q o w P J t B X

Z v U P R l V C l W

R J m O z D G y U Y

Z y A m X z H S M E

q n j s W r d s B I

r A E L c c N u Q MTotal: ____/110


Directions1. Place the student copy of randomized alphabets in front of the

student.

2. Place the examiner copy of randomized alphabets in front of you on the clipboard, but shielded 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.


Directions4. Start your stop

watch after saying “Ready, begin.” If the student fails to say the first letter after 3 seconds, tell him/her the letter and mark it as incorrect.

5. Follow along on your copy. Put a slash (/) through letters named incorrectly.

Probe 1

c c N u Q M u h S i

n b e N F f o a K k

g p k p a H C e G D

b w F i h O x j I K

x t Y q L d f T g v

T V Q o w P J t B X

Z v U P R l V C l W

R J m O z D G y U Y

Z y A m X z H S M E

q n j s W r d s B I



Directions6. If a student stops or

struggles with a letter for 3 seconds, tell the student the letter and mark it as incorrect. Prompt the student by pointing to the next letter and saying, “What letter?” (if necessary).

7. At the end of 1 minute, place a bracket (]) after the last letter named and say, "Stop."

Probe 1

c c N u Q M u h S i

n b e N F f o a K k

g p k p a H C e G D

b w F i h O x j I K

x t Y q L d f T g v

T V Q o w P J t B X

Z v U P R l V C l W

R J m O z D G y U Y

Z y A m X z H S M E

q n j s W r d s B I



Scoring Directions

1. Put a slash (/) through letters omitted or named incorrectly.

2. The following responses should be counted as errors:a. The student substitutes a different letter for the

stimulus letter, e.g., the student says "B" for "D".b. The student stops or struggles with a letter for 3

seconds.c. The student omits a letter.


Articulation and Dialect

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 or she should be given credit for correct letter naming. This is a professional judgment and should be based on the student's responses and any prior knowledge of his/her speech patterns.


Scoring Notes

If a student skips an entire row, draw a line through the row and do not count the row as correct.

Upper case letter “i” and lower case letter “L” are hard to differentiate. A response of either “i” or “L” is scored as correct.

If a student makes an error and corrects him/herself within 3 seconds, write "SC" above the letter and do not count it as an error.


Time to Practice!


DIBELSTM Oral Reading Fluency (DORF)

Good, R. H., & Kaminski, R. A., & Dill, S. (2002). DIBELS Oral Reading 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/.


Oral Reading Fluency

Develop irregular words and sight words Improve decoding skills Build fluent reading of text Activate and build prior knowledge Develop comprehension strategies


Materials

Student copy of passage

Examiner copy

Clipboard

Timer

Colored pen


Directions for Administration

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

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


Directions

3. Say these specific directions to the student:

Please read this (point)

out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, “stop” I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.

Dynamic Indicators of Basic Early Literacy Skills University of Oregon

First Grade Benchmark 2 – DIBELS Oral Reading Fluency, Passage 1

The Robin’s Nest

There was a robin’s nest outside our kitchen window. The

nest was in a tall bush. The mother robin sat in the nest all day

long. One day when I was watching, the mother bird flew

away. I saw the eggs she was sitting on. There were four blue

eggs.

I watched and watched. The eggs moved. I watched some

more. The eggs started to crack. Finally, the eggs hatched. I

saw four baby birds. The baby birds opened their beaks wide.

I heard them peeping. Soon the mother bird came back. Then

the mother robin put worms in their mouths.

Every day I watched the baby birds and their mother.

Pretty soon the babies were so fat there was no room for the

mother. Then one morning the nest was gone from the bush.

© 2001 Good & Kaminski Page 6


Timing

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. 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.

6. 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.


Scoring

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

8. Score reading passages immediately after administration.


Directions for Scoring

1. 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


Hyphenated Words

2. 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


Numerals

3. 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


Mispronounced Words

4. 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.

Passage Student Says Scoring Procedure Correct Words / Total Words

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


Self Corrections

5. 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

SC


Repeated Words

6. 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


Articulation and Dialect7. 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


Inserted Words8. 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.”


I ate too much.

6 /6

4 /4


Omitted Words

9. Omitted words. Omitted words are scored as incorrect.


It is time for a

rest.

I ate too

much.

“It is time for

rest.”

“I ate much.”


I ate too much.

5 /6

3 /4


Word Order

10. 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


Abbreviations11. 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.


“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?



4 /4

4 /4

5 /5

4 /5


Skipped Text

If a student skips a line of text, draw a line through the skipped text and do not count the skipped text in scoring.


DORF Score

The score is the median (or middle) score when three passages are administered for screening purposes.

During progress monitoring, only one passage is administered.


Time to Practice!


Acknowledgements

Centers for Implementing K-3 Behavior and Reading Intervention Models

Preventing Reading Difficulties: A Three-Tiered Intervention Model

U.S. Department of Education grant contract number H324X010013

Principal Investigator: Sharon Vaughn, Ph. D. Co-Principal Investigators: Sylvia Linan-Thompson,

Ph. D. and Batya Elbaum, Ph. D.


Different Levels of Use

State level District level School level

Classroom level Individual student level


Classroom Level

Screening Progress Monitoring


Screening

Conduct screening assessments 3 times per year in first grade and above (beginning, middle, and end of the year)

Conduct screening assessments 2 times per year in kindergarten (middle and end of the year)

Assess all students on appropriate measures

Examine students’ scores in relationship to established goals

Use to help inform both whole group and small group instruction


Initial Screening: DIBELSTM Goals

Measure Goal When?

Initial Sounds Fluency 25 or more Middle of K

Letter Naming Fluency27 or more37 or more

Middle of KBeginning of 1st

Phonemic SegmentationFluency

18 or more35 or more


Nonsense Word Fluency13 or more24 or more



Screening: Kindergarten ExampleLNF Goal NWF Goal ISF Goal PSF Goal

27 or more 13 or more 25 or more 18 or more

Date: __1/15/04_

StudentName

LetterNamingFluency

NonsenseWord

Fluency

InitialSoundsFluency

PhonemeSegmentation

Fluency

Comments/Error Patterns

Tashaun 57 33 48 17 d/b mix up; u/n mix up; good w/sounds/names; good initial sounds

Olivia 51 22 38.2 39

Leta 51 5 9.7 2 Rhymes words not segment; slow w/letter sounds

Delia 50 29 26.7 21

Edna 47 16 22.9 6 Can only segment initial sounds in PA

Tyson 47 25 10.3 5 Only segments initial sounds in PA SLOWLY

Naomi 46 19 40.9 63

Anya 45 25 33.6 46 d/b mix up; fairly fluent names/sounds/good PA skills

Essence 42 22 30 11 Only segments initial sounds in PA; slow but accurate letter names

William 40 17 20.8 3 Only segments initial sounds in PA

Destiny 37 3 12.7 30 Fairly high PA; slow w/letter names/sounds; vowel sound problems

David 33 25 30 56

Matt 26 10 18 9 Only segments initial sounds in PA; getting lots of letters mixed up

Edwin 18 2 0 2No response during PA; knows letters in his name and a fewothers

Chris 17 12 9.7 0 No response during PA; problems w/h,n,x,z,v; fair w/sounds


Using Data to Inform Instruction Examine class as a whole to inform whole

group instruction

Examine groups of students to inform small group instruction


Whole Class Instruction: Kindergarten Example 80% of the students in this class met the goal

of naming 27 letters or more in one minute

Tier 1 (core) instruction in this area is meeting its goal

40% of the students met the goal of segmenting 18 sounds or more in one minute

Tier 1 instruction in this area is NOT meeting its goal


Small Group Instruction: Kindergarten Example Small group to help the 20% in letter naming:

Chris, Edwin, Matt

Small groups to help the 60% in phonological awareness: Chris, Edwin, Leta William, Tyson, Edna, Matt Essence, Tashaun, Delia


Screening: First Grade ExampleLNF Goal NWF Goal PSF Goal

37 or more 24 or more 35 or moreDate: _9/5/03_

StudentName

Letter NamingFluency

Nonsense WordFluency

PhonemeSegmentation

Fluency

OralReadingFluency

Comments/Error Patterns

Natalia 72 50 56Felicia 54 37 59 Mix up on b/dClarissa 42 36 31 Slow but accurate PAJ ade 54 33 39 Mix up on b/dAaron 39 32 38Rey 24 25 0 No response on PA; accurate sound id on NWFLarah 37 23 38 Mix up in e/i and o/u and b/d sounds on NWFGerry 35 23 11 Only initial sounds on PA; accurate but not fluent on NWFChris 33 21 52 Accurate but not fluent on NWFJ ay 36 18 36 Mixes up all vowel sounds on NWFTina 38 18 44 Mix up on e/i and g/j and z/v and b/d on NWF

Alex 31 12 8Only initial sounds on PA; mixes up o/u and c/s and v/z;does not know sounds for f,t,r

Angela 25 12 29Problems w/vowel sounds on PA; mixes up all vowelsounds on NWF

Antwon 18 7 6Only responds to hard sounds on PA; knows sounds for a,m, s, t

Delia 10 4 8Dora 27 3 8Daniel 5 2 22 Problems with vowel sounds on PAEliza 1 1 1Rodney 0 0 0*Fluency rate is optional and not typically calculated at the beginning of first grade.


Whole Class Instruction: First Grade Example 35% of the students in this class met the goal of reading 24

sounds or more in one minute

40% of the students met the goal of segmenting 35 sounds in one minute

Tier 1 instruction will need to be as good as it possibly can be to catch these students up

Tier 2 instruction (intervention) may be necessary for some students who do not make adequate progress in Tier 1


Small Group Instruction: First Grade Example Small groups to help the 65% in letter-sound

correspondences: Rodney, Eliza, Daniel Dora, Delia, Antwon Angela, Alex, Tina, Jay Chris, Gerry, Larah, Rey

Small groups to help the 60% in phonological awareness: Rodney, Eliza, Rey Antwon, Alex, Dora, Delia Gerry, Daniel, Angela, Clarissa


Progress Monitoring

Conduct progress monitoring assessments every 2-3 weeks

Assess only students who do not meet goals on appropriate screening measures

Examine students’ scores to look for progress in meeting established goals

Use to help inform both whole group and small group instruction


Next Screening: DIBELSTM Goals

Measure Goal When?

Letter Naming Fluency 40 or more End of K

Phonemic SegmentationFluency

35 or moreEnd of K

Middle of First

Nonsense Word Fluency25 or more50 or more

End of KMiddle of First

Oral Reading Fluency 20 or more Middle of First


Progress Monitoring: Kindergarten LNF Example

Student 28-Jan 13-Feb 27-Feb 9-Mar 26-Mar 2-Apr 23-Apr MayAnya 45 54Chris 17 34 38 34David 33 46Delia 50 55Destiny 37 34Edna 47 54Edwin 18 25 26 25 28 32 31Essence 42 46Tashaun 57 59Leta 51 63Matt 26 30 32 27 25 30 26Naomi 46 63Olivia 51 61Tyson 47 51William 40 57Taylor 49


Progress Monitoring: Kindergarten PSF ExampleStudent 28-Jan 13-Feb 27-Feb 9-Mar 26-Mar 2-Apr 23-Apr MayAnya 46 67Chris 0 0 3 0 5 0 7 10David 56 57Delia 21 17Destiny 30 57Edna 6 7 12 20 18 17 51Edwin 2 2 4 7 7 10 19Essence 11 11 16 18 13 13 46Tashaun 17 9 17 15 13 20Leta 2 5 0 0 4 11 12Matt 9 9 9 10 8 7 13Naomi 63 70Olivia 39 24Tyson 5 8 11 3 5 8 8William 3 9 12 13 11 8 17Taylor 37


Progress Monitoring: First Grade NWF Example


Individual Level

Screening

Progress Monitoring

Error Analysis


Initial Screening: Kindergarten Example

Student: ___William_________________________________

Middle of the Year Administration Date: ___1/15/04_____

Middle of the Year

Assessment Concept Assessed Score Decision CriteriaEstablished

( √ )Emerging( √ )

Deficit( √ )

Screenin 1g Lette r Namin gFluency 40> 27 = Established

27 > LN F < 21 = Emerging< 21 = Deficit

√

Screenin 2gNonsense Word

Fluency17

> 13 = Established13 > N WF < 4 = Emerging

< 4 = Deficit√

Screenin 3g Initial Soun ds Fluency 20.8> 25 = Established

25 > I SF< 9 = Emerging< 9 = Deficit

√

Screenin 4gPhonem e Segmentation

Fluency3

> 18 = Established18 > P SF< 7 = Emerging

< 7 = Deficit√

Commen /tsErro r Pattern :s ___Only segments initial s oundsi nPA____



Student: ___Anya____________________________________


Middle of the Year



Deficit( √ )



√


Fluency25


< 4 = Deficit√



√


Fluency46


< 7 = Deficit√

Commen /tsErro r Pattern :s _d/ bmix up; fairly flue nt name /s sounds; good PA skills_



Student: ______Edna_________________________________


Middle of the Year



Deficit( √ )



√


Fluency16


< 4 = Deficit√



√


Fluency6


< 7 = Deficit√

Commen /tsErro r Pattern :s _Can onl ysegmen t initia l sounds in PA_


Initial Screening: First Grade Example

Student: ___Tina____________________________________

Beginning of the Year Administration Date: ___9/5/03_____

Beginning of the Year



Deficit( √ )



√


Fluency18


< 12 = Deficit√


Fluency44


< 9 = Deficit√

Commen /tsErro r Pattern :s __Mix up on e/i and g/j and z/v and b/d on NWF__



Student: ___Angela__________________________________





Deficit( √ )



√


Fluency12


< 12 = Deficit√


Fluency29


< 9 = Deficit√

Commen /tsErro r Pattern :s Problem s w/vowel s ounds on PA; mix up vowe l sounds onNWF



Student: ___Antwon__________________________________





Deficit( √ )



√


Fluency7


< 12 = Deficit√


Fluency6


< 9 = Deficit√

Commen /tsErro r Pattern :s Only res pondst o har ds ounds on PA; knows sounds for a, ,ms, t


Progress Monitoring: Kindergarten LNF Examples

Matt 26 30 32 27 25 30 26

Student 28-Jan 13-Feb 27-Feb 9-Mar 26-Mar 2-Apr 23-Apr May

Edwin 18 25 26 25 28 32 31


Progress Monitoring: Kindergarten PSF Examples

William 3 9 12 13 11 8 17

Edna 6 7 12 20 18 17 51

Student 28-Jan 13-Feb 27-Feb 9-Mar 26-Mar 2-Apr 23-Apr May


Progress Monitoring: First Grade NWF Examples

Tina 18 12 26 25 37 31 44

Student 24-Sep 17-Oct 31-Oct 14-Nov 21-Nov 5-Dec 12-Dec 14-Jan 27-Jan

Angela 12 24 20 22 23 19 28 40 40

Antwon 7 20 33 35 38 52


Progress Monitoring: First Grade NWF Examples

Student 24-Sep 17-Oct 31-Oct 14-Nov 21-Nov 5-Dec 12-Dec 14-Jan 27-Jan

Delia 4 11 18 18 13 8 9 15

Dora 3 17 14 36 28 33 37 32


Error Analysis

Using scored protocols to determine error patterns

Used to inform whole group and small group instruction

Examples: PSF - students provide initial sound only NWF - students confuse letter sounds

DIBELSTM: Overview and Use

Kim Rodriguez & Thea Woodruff

University of Texas

Center for Reading and Language Arts

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/.

Documents

DIBELS TM : Overview and Use Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute