The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8th Edition is an assessment that can be used for benchmark screening and monitoring growth of students in grades K-8. The early literacy development tool is a valid dyslexia screener as well. DIBELS is aligned with the Common Core State Standards in Reading and is also a valid dyslexia screener. Starting in 2020-2021, DIBELS 8th Edition will replace DIBELS Next and DIBELS 6th Edition.
Access and Use
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Gonzalez, J. E., Vannest, K. J., & Reid, R. (2008). Early Classification of Reading Performance in Children Identified or At Risk for Emotional and Behavioral Disorders: A Discriminant Analysis Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Journal of At-Risk Issues, 14(1), 33–40.
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Ardoin, S. P., & Christ, T. J. (2009). Curriculum-based measurement of oral reading: Standard errors associated with progress monitoring outcomes from DIBELS, AIMSweb, and an experimental passage set. School Psychology Review, 38, 266-283.
Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement? Journal of Educational Psychology, 102(3), 652–667. https://doi.org/10.1037/a0019643
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Kaminski, R., Cummings, K., Powell-Smith, K., & Good III, R. (2008). Best Practices in Using Dynamic Indicators of Basic Early Literacy Skills for Formative Assessment and Evaluation. Best Practices in School Psychology V, 4(73).
Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32(4), 541–556.
Munger, K. A., & Blachman, B. A. (2013). Taking a “Simple View” of the Dynamic Indicators of Basic Early Literacy Skills as a Predictor of Multiple Measures of Third-Grade Reading Comprehension. Psychology in the Schools, 50(7), 722–737. https://doi.org/10.1002/pits.21699
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Vanderwood, M. L., Nam, J. E., & Sun, J. W. (2014). Validity of DIBELS Early Literacy Measures with Korean English Learners. Contemporary School Psychology, 18(4), 205–213. https://doi.org/10.1007/s40688-014-0032-8
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Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., Simmons, L., Kwok, O.-M., … Coyne, M. D. (2012). Predicting Kindergarteners’ Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures. Reading Psychology, 33, 78–103. https://doi.org/10.1080/02702711.2012.630611
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Hagans, K. S. (2008). A Response-to-Intervention Approach to Decreasing Early Literacy Differences in First Graders from Different Socioeconomic Backgrounds: Evidence for the Intervention Validity of the DIBELS. Assessment for Effective Intervention, 34(1), 35–42. https://doi.org/10.1177/1534508408314170
Bellinger, J. M., & DiPerna, J. C. (2011). Is Fluency-Based Story Retell a Good Indicator of Reading Comprehension? Psychology in the Schools, 48(4), 416–426. https://doi.org/10.1002/pits.20563
McBride, J. R., Ysseldyke, J., Milone, M., & Stickney, E. (2010). Technical Adequacy and Cost Benefit of Four Measures of Early Literacy. Canadian Journal of School Psychology, 25(2), 189–204. https://doi.org/10.1177/0829573510363796