DIBELSTM: Overview and Use

DIBELSTM: Overview and Use
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: 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.

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:

Objectives Learn how to administer select DIBELSTM measures for screening and progress monitoring. Learn how to use DIBELSTM to inform instruction. Today we’re going to examine the progress of our struggling readers and look at effective and efficient ways to make instructional decisions so we can use every minute of reading instruction to its fullest. We hope to accomplish three objectives: -To share variety of ways to get a visual picture of individual student data -To identify students progressing towards reading goals and students progressing too slowly - To consider instructional options for students making slow progress (c) 2002 Good & Kaminski

DIBELSTM Benchmark Assessment
Assessment of Big Ideas in Beginning Reading Early Childhood Research Institute on Measuring Growth and Development Institute for the Development of Educational Achievement University of Oregon, College of Education Oregon Department of Education (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

DIBELSTM Measures Today’s measures Letter Naming Fluency (LNF) K-1
Oral Reading Fluency (DORF) 1-3 (c) 2002 Good & Kaminski

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: (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

DIBELSTM Letter Naming Fluency (LNF)
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: (c) 2002 Good & Kaminski

Letter Knowledge (measured by Letter Naming Fluency)
Accuracy of naming letters Fluency in naming letters After 1st slide: (teach a few at a time to mastery and build from there) Letter Naming Fluency measures letter knowledge. If a student is struggling to meet benchmark on this measure you might consider whether students are having difficulty with accuracy of naming letters or whether they know the letter names, but cannot name them quickly, a fluency difficulty. (I think it may be helpful if we choose an activity to demonstrate for each big idea as we present it. We can choose activities from their basal, the activity books we’ve given them, or other resources you have. They always like to get new ideas for each area and it will give an opportunity to model fast paced, explicit, instruction with lots of responding.) (c) 2002 Good & Kaminski

Materials Student copy of LNF probe Examiner copy of LNF probe Timer
Colored pen (c) 2002 Good & Kaminski

Directions 1. 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. (c) 2002 Good & Kaminski

Directions 4. 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. (c) 2002 Good & Kaminski

Directions 6. 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." 36 (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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: (c) 2002 Good & Kaminski

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 In January, first grade teachers will administer the oral reading fluency measures. Many skills are covered in this measure including: Knowledge of irregular words Decoding skills for “regular” words Ability to read fluently Prior knowledge Use of comprehension strategies Your day to day instruction can assist in planning the specific needs of students while the oral reading fluency measure can monitor how instruction is allowing student progress in their overall reading ability. (c) 2002 Good & Kaminski

Materials Student copy of passage Examiner copy Clipboard Timer
Colored pen (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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. © 2001 Good & Kaminski Page 6 (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

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. SC (c) 2002 Good & Kaminski

Articulation and Dialect
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 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. (c) 2002 Good & Kaminski

Inserted Words 8. 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. (c) 2002 Good & Kaminski

Omitted Words 9. Omitted words. Omitted words are scored as incorrect.
(c) 2002 Good & Kaminski

Abbreviations 11. 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.” (c) 2002 Good & Kaminski

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. (c) 2002 Good & Kaminski

Different Levels of Use
State level District level School level Classroom level Individual student level (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

Initial Screening: DIBELSTM Goals

Screening: Kindergarten Example

Using Data to Inform Instruction
Examine class as a whole to inform whole group instruction Examine groups of students to inform small group instruction (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

Screening: First Grade Example

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 (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

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 (c) 2002 Good & Kaminski

Next Screening: DIBELSTM Goals

Progress Monitoring: Kindergarten LNF Example

Progress Monitoring: Kindergarten PSF Example

Progress Monitoring: First Grade NWF Example

Individual Level Screening Progress Monitoring Error Analysis

Initial Screening: Kindergarten Example

Initial Screening: First Grade Example

Progress Monitoring: Kindergarten LNF Examples

Progress Monitoring: Kindergarten PSF Examples

Progress Monitoring: First Grade NWF Examples

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 (c) 2002 Good & Kaminski

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:

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