1. This module provides training on how to give and score the new DIBELS measure called First Sound Fluency. CLICK

2. DIBELS® Assess the Basic Early Literacy Skills
First Sound Fluency is a direct assessment of one of the first steps toward successful reading, phonemic awareness. First Sound Fluency provides an indication of whether or not students are mastering an early phonemic awareness skill, producing initial sounds in spoken words. Students who score above the benchmark goal on FSF are probably on track toward reading success. Those who do not, may need some additional instructional support. CLICK

3. What is Phonemic Awareness?
The awareness and understanding of the sound structure of our language
Understanding that spoken words are made up of sequences of individual speech sounds:
“cat” is composed of the sounds
/k/ /a/ /t/
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First Sound Fluency is an indicator of phonemic awareness., CLICK
which is the ability to recognize, produce, and manipulate sounds in spoken language. For example, CLICK
breaking down the spoken word cat into the individual phonemes , CLICK
or sounds, /k/ /a/ /t/. CLICK

4. What is First Sound Fluency?
First Sound Fluency (FSF) assesses a student’s fluency in identifying the initial sound(s) within spoken words. It is an indicator of early phonemic awareness skills.
What’s New for Next?
FSF replaces Initial Sound Fluency (ISF) from DIBELS® 6th Edition
Does not use pictures
Timing is continuous for 1 minute
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First Sound Fluency assesses fluency with identifying beginning sounds in words – not necessarily beginning phonemes, although that is a preferred response. CLICK CLICK
First Sound Fluency replaces the DIBELS 6th edition measure called Initial Sound Fluency. CLICK
First Sound Fluency does not contain pictures or words that the student looks at during the assessment. The assessor says words one at a time and the student provides the beginning sound. . The words used in the First Sound Fluency assessment are all one syllable words. Each probe is carefully constructed with a planned arrangement of some words that start with blends and some that start with single phonemes – of the single phoneme words, half are continuous sounds and half are stop sounds. CLICK
An additional change from Initial Sound Fluency in 6th edition is that First Sound Fluency is given for one, continuous minute. This measure does not use intermittent timing that was used with Initial Sound Fluency. Therefore examiners now will only start and stop their stopwatch at the beginning and end of the measure rather than starting and stopping their stopwatch throughout administration of the measure. CLICK

5. What Are Initial Sounds?
Initial sounds include the first group of sounds in the word (i.e., onsets)
NOT necessarily individual phonemes in the beginning of Kindergarten
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First Sound Fluency assesses fluency with identifying initial sounds in words. CLICK
Initial sounds may include the first group of sounds or an initial, individual sound within a word. CLICK
For example, the initial sound in crab may be identified as either /kr/ or /k/. CLICK
For example: Initial sound in “crab” may be identified as /kr/ or /k/

6. Why Assess Initial Sounds?
Why assess initial sounds (onsets)?
Developmentally it is easier for children to hear the onset, i.e., initial group of sounds in the word, than to isolate the initial phoneme.
For example, it is easier to hear /str/ at the beginning of “street” than /s/
Beginning sounds are the focus of this measure used in early K, because isolating beginning sounds is an easier skill than segmenting all the sounds in a word or providing only the initial, individual phoneme.
For example, it is easier to hear /str/ At the beginning of “street” than /s/

7. First Sound Fluency (FSF)
First Sound Fluency is a one minute indicator of phonological awareness that is given in the beginning and middle of Kindergarten. The measure might also be used with preschool children in the middle or end of the year before they come to Kindergarten. The score is either 2 points for saying the initial phoneme or 1 point for saying an initial consonant blend, consonant plus vowel, or blend and vowel. The wait rule is 3 seconds and the discontinue rule is no correct response in the first 5 words.

8. DIBELS® First Sound Fluency (FSF)
Assessor says a series of words one at a time to the student and asks the student to say the first sound in the word.
Score: Number of points for correct responses in one minute.
When administering First Sound Fluency, the assessor will have a copy of the scoring booklet on his/her clipboard open to the FSF scoring page. A sample First Sound Fluency scoring page is shown on the left-hand side of the screen. When using the published version of DIBELS Next, the Assessment Book would be open to the first page of FSF. The task for the student is all auditory , so students will not need materials to view. CLICK
To administer the task – the assessor says individual words and asks the child to say the first sound in the word.
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Each word is scored as 0,1 or 2 points. The total score is determined by the total number, or sum, of points the child obtained within a minute. CLICK

9. FSF Scores
The student receives 2 points for saying the correct initial phoneme in isolation. /s/ in “street” /s/ in “sun” The student receives 1 point for saying the correct initial sounds (consonant blend, consonant plus vowel, or consonant blend plus vowel). /st/ in “street” /su/ in “sun” /str/ in “street” /stree/ in “street”
Students responses on FSF will be scored as 0,1 or 2 points.. CLICK
A student would receive 2 points for saying the first, individual sound in a word. CLICK
For example, if the student said the individual sound “sssss” for “street” or CLICK
“ssss” for “sun” CLICK
A student would receive 1 point for identifying the first group of sounds in a word including consonant lends, consonant plus vowel, or consonant blend plus vowel) . As a few examples, a student would receive 1 point for “st” in street; 1 point for “su” in “sun”; 1 point for “str” in “street” or 1 point for “stree” in street” CLICK
Students will receive more points for identifying the individual, CLICK
First sound in words because recognizing and producing individual first sounds CLICK
is a more advanced skill
CLICK
Than recognizing and producing a group of sounds. However, identifying a group of sounds is still a phonemic awareness skill, so students will obtain 1 point for each group of sounds identified. CLICK

10. Administration Directions
Place the booklet on the clipboard positioned so that the student cannot see what you record.
Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.
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When administering the task, place the scoring booklet on the clipboard positioned so that the student cannot see what you record. CLICK
Also follow these directions exactly each time with each student. Say the words in bold italic type verbatim. CLICK

11. Practice Item #1
There are 3 practice items on FSF. The multiple practice items are useful at the beginning of kindergarten, when identifying beginning sounds in words can be an abstract and de-contextualized activity for young children who may have not yet had instruction in phonemic awareness.
The first practice item is a model of the task that will be done during the assessment. The correction procedures support students who do not answer correctly by providing the right answer and asking the student to repeat it.
The sequence of practice items
provides an opportunity to familiarize the student with the task, without actually teaching the skill. CLICK
for this example child responses are “man” then “mmmm” Need to identify here when to click to show shading

12. Practice Item #2
The second practice item asks the student to produce the first sound in a word that starts with the same sound that was used in the model. CLICK

13. Practice Item #3
The third practice item asks the student for the first sound in a word that does not start with the same sound as the first two items.
A correction procedure is available, if needed. The assessment begins when the assessor says the first word in the scoring booklet and starts the stopwatch.
Practice saying the directions verbatim. Practice until you are able to say the directions fluently and in an engaging way, without having to read robotically from the script.
Practice with several students so you have an opportunity to become familiar with the correction procedure. CLICK

14. During the Testing
Say the first word from the list in the scoring booklet and start the timer.
Present the words to the student one at a time by reading down the column of words.
Score the student’s responses according to the scoring rules.
As soon as the student finishes saying the initial sound/sounds in the word, say the next word promptly and clearly.
Here are a few key points to keep in mind during the test administration: CLICK
You will begin timing the measure right after you say the first word on the measure. (For example, if the first scoreable word is “Frog” you would start your stopwatch immediately after saying “Frog” CLICK
The task is auditory – without a visual component for students. You will be presenting students words orally, one at a time, waiting for the student to respond between words. The words you will use will all appear in a column in your student scoring booklet. CLICK
Throughout administration of the measure, you will be scoring student’s responses according to the scoring rules. CLICK
Finally, make sure as soon student finishes saying the initial sound/sounds in the word, say the next word promptly and clearly. CLICK

15. During the Testing cont’d.
Continue to say the words one at a time and score the student’s response for 1 minute.
At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute.
If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.
During the testing, CLICK
you will continue to say the words one at a time and score the student’s response for 1 minute. CLICK
At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated. CLICK

16. Scoring Rules
Circle the corresponding listed sound or sounds that a student says for a word.
Put a slash ( / ) through the zero on the scoring page for an incorrect response or no response within 3 seconds.
Write “sc” over the slash and circle the corresponding sounds or group of sounds in the student’s response if the student self- corrects an error within 3 seconds.
There are 3 scoring rules for FSF. CLICK
First - Circle the corresponding listed sound or sounds that a student says for a word. CLICK
Second - Put a slash ( ) through the zero on the scoring page for an incorrect response or no response within 3 seconds. CLICK
Third - Write “sc” over the slash and circle the corresponding sounds or group of sounds in the student’s response if the student self-corrects an error within 3 seconds. CLICK

17. Scoring Rule 1: Circle Correct Responses
Circle the corresponding listed sound or sounds that a student
says for a word. A response is scored as correct as long as the
student provides any of the correct first sound responses listed for
the word.
As students respond, circle the answer that corresponds to the child’s answer. If the child response is not listed as an example of a 1 or 2 point response, circle a zero. For example CLICK
if the child responds /l/ for “laughed” – circle the “ell” CLICK
If the child responds /pie/ for “pine”
circle “pie” CLICK
If the child responds /sker/ for “skirt”
circle “sker” CLICK CLICK

18. Scoring Rule 1: Circle Correct Responses
Here are some examples of correct responses
(Students receive 2 points for giving the initial phoneme such as “/f/ or “fish” or /d/ for “drop’. Schwa sounds added to consonants are not counted as errors.
Students receive 1 point for initial consonant and vowel, blend, or blend plus vowel. For example, if a student said /fi/ for “fish” or /dr/ for “drop” CLICK

19. Scoring Rule 1: Circle Correct Responses
Students are not penalized for differences in pronunciation due to dialect, articulation delays, or for speaking a first language other then English. A common articulation error for students is to say /j/ for the /dr/ blend or /ch/ for the /tr/ blend. Students who typically make these substitutions in their everyday speech would not be penalized for producing the sounds this way on the assessment. CLICK

20. Scoring Rule 1: Circle Correct Responses
Students get credit for producing the initial sound or sounds, even if they go on to segment all the sounds in the word, or to repeat the word. CLICK

21. Practice Scoring Rule 1
Now you are going to have an opportunity to practice scoring while listening to me respond to the words in the role of student. Immediately following this introduction the audio recording will begin. You will hear someone read each word to me then I will respond. As the recording is playing, you may score the answers in your training book. Turn your training book to the slide that matches what you see on the screen. You will also need a writing utensil such as a pen or pencil. If you need a moment to prepare yourself, please pause the video now. Here is the sample recording:
Laughed…/ l /
Pine…/pu/
Skirt…/sk/
Flag…/fl/ flag
Rang…/r/
Crow…/ kr /
Hide…/h/
Blame…/blai
Deck…/du/
Crab…/kr/
Here are the answers CLICK

22. Scoring Rule 2: Slash Zero
Put a slash through the zero if the student says an incorrect sound, says a letter name, or repeats the word.
Now let’s look at scoring rule #2.
If the student says an incorrect sound, put a slash over the 0.
For example, if the word is “fish” and the child says /m/, put a slash through the 0.

23. Scoring Rule 2: Slash Zero
Using the same scoring rule, if the word is “fish” and the child says “eff”, for the letter “f”, draw a slash through the 0.
If the student provides a letter name instead of a sound, the reminder or prompt, “Remember to tell me the first sound you hear, not the letter name”, may be used one time during the assessment.
If the student doesn’t say anything, wait 3 seconds before reading the next word in the list. CLICK

24. Scoring Rule 3: Self Corrections
Write “sc” over the slashed zero if the student self-corrects. Circle the appropriate score for the student’s response.
Scoring rule #3 deals with self corrections.
Students can get points for their response if they self correct an error within 3 seconds.
For example, if the word is “fish” and the student says “/m/…I mean /f/” , put an “sc” above the slashed zero and circle the /f/ in the 2-point column. CLICK

25. Practice Scoring Rules 2 & 3
Now you may practice scoring while listening to me act in the role of student. Again, please turn your training book to the slide that matches what you see on the screen. You will also need a pen or pencil. If you need a moment to prepare, please pause the video. Press play when you are ready.
Here are the answers. CLICK

26. Discontinue Rule: First Five Words
Discontinue administering FSF if the student has not said any correct
initial sounds in the first five words. Record a zero for the total number
of correct initial sounds on the Total line of the FSF scoring page, and
on the cover page of the scoring booklet.
Discontinue CLICK
administering the measure, CLICK
if the student CLICK
has not given a correct response CLICK
in the first 5 words. CLICK

27. Wait Rule: 3 Seconds Wait 3 seconds for the student to respond.
If the student does not respond within 3 seconds on any word, put a slash over the zero and tell the student the next word.
Students must respond to each word within 3 seconds. If 3 seconds go by before they respond, put a slash over the zero and read the next word. CLICK

28. Reminders If the student appears to have forgotten the task say,
Remember to tell me the first sound you hear in the word. Examiner then reads the next word on this list.
This reminder may be given as often as needed.
If the student says the name of the letter say,
Remember to tell me the first sound in the word, not the letter name. Examiner then reads the next word on the list.
This reminder may be given only once.
There are 2 reminders or prompts that can be used on FSF. CLICK
The first reminder may be used when it apears that the student may have forgotten the task. The assessor would say CLICK
“ Remember to tell the first sound you hear in the word” then the examiner would say the NEXT word. (This reminder may be repeated and used as often as necessary.) CLICK
The second reminder may be used when the student says the name of a letter. In this situation,
the assessor would say, CLICK
“Remember to tell me the first sound in the word, not the letter name” then the assessor would say the NEXT word.
This reminder may only be used 1 time during administration of the measure.
Keep in mind that the reminders are used to prompt the student for the next item, not allow them to correct the response that elicits the reminder. If a student gives a response for a word that came before the reminder, that response can not be scored. In other words, the reminders can not produce a self-correct.
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29. Notes
Schwa sounds (/u/) added to consonants are not counted as errors.
Students are not penalized for imperfect pronunciation due to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English.
A couple of additional notes about this measure,
Schwa sounds (/u/) added to consonants are not counted as errors.
Also, Students are not penalized for imperfect pronunciation due to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English. CLICK

30. Immediately After Testing
Reset the stopwatch for the next measure.
Make a note about any patterns in student responses that were not captured by the marking procedures.
As soon as testing is complete, CLICK
Reset your stopwatch for the next measure AND CLICK
make a note within the student scoring booklet regarding any students responses that were not captured by the marking procedures. If you have a kindergarten scoring booklet, you may pause the video now to look for the space for making notes within the booklet. CLICK

31. At a Later Time, Compute the Final Score
Add the total number of
correct responses in each
column of the score sheet (2-
point and 1-point responses).
Multiply the number of
responses from the 2-point
column by two and record
that number in the space
provided.
After you have completed administering the measure, you may calculate the final score. To compute the final score CLICK
you first add the total number of correct responses in each of the 2- and 1-point columns. In this example,
there are 6 correct responses in the 2-point column and 3 correct responses in the 1-point column.
Next CLICK
multiply the number of responses from the 2-point column by two and include that product in the space provided. In this example 6 multiplied by 2 is 12.
Finally CLICK
, add the number of points from both the 2- and 1-point columns to determine the final score. In this example
12 plus 3 equals a final score of CLICK
Add the number of points
from both columns to arrive
at the final score. 6 12 3 15

32. Final Score: Practice Practice calculating the final score. 7 14 5 19
Now is an opportunity to practice calculating an FSF final score on your own. Pause the video and determine a final score for this example. Press play when you have determined the score.
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The final score for this example is 19. There were 7, 2-point responses and 5 1-point responses. 7 multiplied by 2 is plus 5 equals CLICK 7 14 5 19

33. Final Score: Cover Page
Transfer total number of correct first sound points per minute from scoring page to front of testing booklet. 19
Record the final score on the cover page. CLICK CLICK

34. Pronunciation Guide
There is a Pronunciation Guide in the Assessment Manual.
The sounds listed in this guide are shown in the initial, medial, and final position in words when possible.
Multiple spellings (or the most common spellings) for each sound are shown.
Different regions of the country use different dialects of American English. Any regional or dialectal pronunciation of the sound is acceptable.
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The Assessment Manual includes a Pronunciation Guide. It includes examples of the sounds in the beginning, middle and ending positions of words. CLICK
The most common, but not all possible spellings for the sounds are included. CLICK
Dialects may impact pronunciations, so assessors should pronounce the words the way they would in conversation. CLICK

35. FSF Review How do I record a correct response?
Circle the correct 2- or 1-point response.
How do I record an incorrect response?
Put a slash ( / ) over the 0.
What do I do when the child hesitates for 3 seconds?
Put a slash ( / ) over the 0 and give the next word.
When do I discontinue FSF?
Discontinue if the child does not provide a correct response in the
first five words.
How do I score an improperly pronounced response that is due to articulation or dialect?
Do not penalize the student. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns.
Now let’s review some of key administration and scoring rules for first sound fluency. This slide contains 5 questions. You are encouraged to pause the video after each question and answer the question on your own. Once you have answered the question, resume play to check your answer. CLICK
first question – how do I record a correct response? CLICK
circle the correct 2- or 1-point responses. CLICK
How do I record an incorrect response CLICK
Put a slash over the 0. CLICK
what do I do when the child hesitates for 3 seconds? CLICK
Put a slash over the 0 and give the next word. CLICK
When do I discontinue administering FSF? CLICK
discontinue if the child does not provide a correct response in the first five words. CLICK
How do I score an improperly pronounced response that is due to articulation or dialect? CLICK
Do not penalize the student. This a professional judgment and should be based on the student’s responses and any prior knowledge af his/her speech patterns. CLICK

36. FSF Practice #1
Now is an opportunity for you to practice scoring First Sound Fluency while listening to me act in the role of the student. Find the slide within your training book that matches what you see on this screen. In addition to the handout page with this slide, you will also need a writing utensil, your stopwatch and a Kindergarten scoring booklet. As you are listening to the recording, follow along in your scoring booklet to see if the assessor read the directions accurately. After the assessor says “begin”, start your stopwatch. While the measure is being administered, score the child’s responses in the Kindergarten benchmark scoring booklet. When the task is complete, pause the video and calculate a final score. After you resume play of the video, compare your total score with what is shown on the video. If you need a moment to prepare for this task, please pause the video now. When you are ready, press play.
Here are the correct marks. CLICK
A second practice opportunity is on the next slide. CLICK

37. FSF Practice #2
Here is a second opportunity to practice scoring this measure. Again, you will need your training book open to the page that matches what you see on the screen. You will also need your stopwatch, a pen or pencil and Kindergarten scoring booklet. If you need a moment to prepare for scoring along with the recording, please press pause now. When you are ready to begin, press play.
Press pause on the training video and determine the final score. When you have a calculated the final score, press play. CLICK
The final score for this example is 28. The child gave 10 2-point responses and 8 1-point responses. 10 times 2 equals plus 8 equals 28. CLICK 10

38. FSF Summary
Incorrect
(Zero Points)
Correct First Sound
(Two Points)
Correct First Consonant Blends, First Consonant Blend and Vowel or Consonant and Vowel
(One Point)
Says the correct initial phoneme in isolation
Says the correct initial consonant blend in a word
Says the first consonant/consonant blend and vowel in the word
Makes a response other than one listed
In summary, FSF is an indicator of phonemic awareness that is used in place of Initial Sound Fluency in the beginning and middle of kindergarten. The score is either 2 points for saying the correct initial phoneme, or 1 point for saying the correct initial consonant blend, consonant blend plus vowel, or consonant and vowel. Students receive 0 points for saying a response other than one that is listed in the scoring booklet. CLICK
Wait Rule: If a child hesitates for 3 seconds, score as incorrect and give next word.
Discontinue Rule: No correct responses in the first five words.