An empirical review of psychometric evidence for the dynamic indicators of basic early literacy skills

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Abstract

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are brief measures of early literacy skills for students in Grades K-6 (University of Oregon, 2009; see Kaminski Good, 1996). School psychologists and other educational professionals use DIBELS to identify students who are in need of early intervention. The purpose of this review was to synthesize the current psychometric evidence for each DIBELS indicator. Strong reliability and validity evidence was observed for DIBELS Oral Reading Fluency; however, evidence for the remaining DIBELS indicators demonstrated greater variability. Although the majority of evidence focused on individual score reliability and validity for single-point decisions, further studies are needed to determine effective practices for progress monitoring.

Original languageEnglish (US)
Pages (from-to)463-483
Number of pages21
JournalSchool Psychology Review
Volume39
Issue number3
Publication statusPublished - Sep 1 2010

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