Olivia M. Richardson

EDTC 670

Dr. Green

Integrative Capstone Project

Dynamic Indicators of Basic Early Literacy Skills

DIBELS

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Introduction:

DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a term one learns

early when their child begins Kindergarten in the state of Alabama. DIBELS is a set of

procedures and measurements used for assessing the acquisition of early literacy skills

from kindergarten through sixth grade. These are one minute timed test that measure a

student’s fluency in reading and used to regularly monitor the development of reading

skills. In the state of Alabama every school administers this test to every Kindergartener,

First grader and Second grader. Some schools choose to continue using DIBELS until

sixth grade. The child receives a score and under the score is the benchmark or goal that

is set for the test that was administrated.

Above is an example of a DIBELS test that a teacher at GW Trenholm Primary School in

Tuscumbia, AL administered to one of her students. This test is administered monthly by

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all first grade teachers to help prepare the students for the state test that will be given at

the end of the school year. Monthly DIBELS helps to give early indicators where a

student may be lacking necessary skills to be successful on the end of year testing.

Learning Issue:

With twin daughters in first grade, I’ve dealt with DIBELS testing now for two

years and have learned from their teachers of how students struggle with this test. I

personally used these result in making a determination on whether my 6 year old

daughters were ready for second grade. Based on their DIBELS results they were

marginally ready. I made the decision to allow them to repeat first grade. This decision

has improved their skills and scores. Their reading skills have improved 100% and both

are now on the Honor Roll where as they were both struggling last year.

With my personal experience in learning the DIBELS processes and scoring, I

decided to do more research on DIBELS. I looked at how a student’s anxiety of having

to read so many words and make correct sounds while being timed affected the score.

DIBELS testing requires that students be able to get a certain number of correct

sounds and words within one minute. While students can read these words and passages

often in a fluent manner with no timer; once sat down and put on a time limit the student

tends to freeze. A result of the timer a student does tend to perform as well. Therefore

the state needs to actively search for a solution to help students improve their scores.

They might look at scoring with and without the timer, then average the results for a

clearer picture of the student’s abilities. This method may help the students to understand

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their test anxieties and learn skills to help alleviate these anxieties. In my studies, I have

become aware of a group of students who are right on the benchmark line. These

students struggle with anxieties and tend to never make it above the state margin.

The first grade classrooms I have the opportunity to get information from breaks

DIBELS down into two halves. This way the student is not expected to be able to master

this assessment right off the bat, but gradually work their way up to meet the goal for the

end of the year. The teacher with whom I have been working divides her halves as

follows. From the start of the school year until December the students have one goal to

reach, which is comprised of smaller words, basic sounds, and a larger scope on the

grading scale. Then from January to May students have another goal set with more

complex words and sounds, and the grading scale is adjusted to reflect that of the state.

For example; first grade’s goal for December is to get 43/8 which is 43 correct

sounds and 8 correct words. The hope is most students will pass this goal and come

January be well on their way to reaching the state goal set for first graders.

All data and information above was collected from first grade classrooms through

observation, personal interviews, and interaction within the classrooms.

School Description and population:

Tuscumbia, Alabama is a small town located in the northwest corner of the state.

The city’s has a population of approximately 8,423 people. The majority of jobs in this

area are provided by local universities or by retail businesses that support the universities.

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Tuscumbia City Schools consist of 4 schools: GWT Primary, for K-2nd; R.E. Thompson

Intermediate 3rd -5th; Deshler Middle School houses 6th – 8th grades; and Deshler High

School 9-12th grade. The town is very connected and being there is only one school per

each grade in the city everyone pulls together to raise money for the school systems.

The following statements were taken from the City of Tuscumbia website:

(www.cityoftuscumbia.org). “The school system was established in 1855 and has offered

programs and facilities of outstanding quality since its origin.  Higher education is

equally represented by Northwest-Shoals Community College, with its main campus

adjacent to our city limits.  It is an accredited, two-year community college with over

3,000 students.  Five miles north of Tuscumbia is the University of North Alabama, a

fully accredited four-year college with over 6,000 students. The Tuscumbia City Board of

Education is comprised of five members who are appointed by the City Council to five-

year terms.   The Board meets on a monthly basis and special meetings are called as

needed. Over 80% of the professional staff hold advanced degrees. System-Wide

pupil/teacher ratio of 14:1 ranks in the top 40 for the state. Total dollars spent per

year/per student is $4,211.   This figure ranks 17th in the State. Special programs are

provided for all identified exceptional education students. The average ACT score is

21.8. 40% of the graduates earn an advanced diploma.”(cityoftuscumbia.org)

The Mission Statement of GWT Primary School is; “The faculty and staff of

G.W.T. are dedicated to providing a positive and challenging learning environment.  The

cooperation among staff, students, parents, and community will ensure that all students

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reach their potential in becoming self-reliant, self-disciplined, responsible, and productive

citizens.” (http://trenholm.tcp.schoolinsites.com/?PageName=%27AboutTheSchool%27)

Individuals Involved:

The diversity of students and staff at this school represent a wide range in the realm of

social background. Each level of society brings a different outlook and perspective to

this study. The main players in my study and findings are the two first grade teachers,

whose classrooms I have the opportunity to observe, interact and gather research material

form. Each classroom is comprised of 18 students and one teacher which gives me a base

of 36 first graders and two teachers. The school body for first grade is comprised of

approximately 108 first graders (18 students per 6 classrooms) and six first grade teachers

(due to attrition and movement of families the number of students fluctuates throughout

the year). The social background ranges from families below poverty to families with a

household income of over $100,000. The racial makeup of the first grade is

approximately 42% black, 26% Hispanic, and 35% white (non-hispanic). Because of this

close mix in the racial aspect, the teachers are able to make a comparison between the

ethnic background and income level.

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Technology-based Solution:

A technology-based solutions which I see as improving our earlier readers is:

1. Fluency Tutor for Google (http://www.fluencytutorforgoogle.com/).

What is Fluency Tutor? “Fluency Tutor™ for Google is an easy-to-use, time-saving

leveled reading and assessment tool that helps busy teachers support struggling readers.

Teachers pick reading passages based on content using Lexile level or reading age; then

share with individual students or groups via Google Drive. Students practice and record

their assigned passages in a relaxed environment, at school or at home. Extra help is

provided by text to speech, a dictionary, picture dictionary and translate tools.”

(fluencytutorforgoogle.com)

Who is it for? - “designed to increase the fluency and comprehension skills of emerging

readers” It can be used by any person looking to improve their reading skills and assert

their vocabulary. (fluencytutorforgoogle.com).

This could be a fun way to get students use to reading passages and use the high

frequency words that will be in the DIBELS test.

2. Tablets or better known as Ipads

Students have access to Ipads daily. I think it would be beneficial to utilize Ipads to help

get students use to seeing these non-sense words and high frequency words, which they

are tested on. Flash cards could be designed through educational apps and students

would have time to work through the words then take the words and add a timer to them

to see how it is taking them to get through all the words and sounds.

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3. Interactive White Board-

Use this to work through non sense words, sounds and high frequency words as a hole

and this could easily be turned into a class game which would get students excited to

participate.

Research-based Evidence:

There are many debates and articles that show the controversy of whether or not

technology is an effective tool to be utilized in the classroom to help aid and assist with

students learning in different areas. In my findings, technology could benefit children in

early years of their education and better prepare them for the future. In a world that is

evolving everyday with faster, better, and smarter technology, our children need every

advantage we can provide to them. “Current worldwide debates on quality standards in

education are interwoven with debates on the use of technology. While technology is

profoundly changing the way we live, communicate and learn, relatively little seems to

be known about its potential to influence literacies.” (Charbonneau-Gowdy).

“The analysis of static and dynamic graphical visualization provides data solutions and

understandings that go beyond traditional forms of communication. The study of

technology-based content and the application of conceptual modeling, data-driven

visualizations, physical modeling, and presentations simultaneously promote

technological, technical, and visual literacy.”(Clark).

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References:

Charbonneau-Gowdy, P. (2014). Telling Tales: Responding to Challenges in Literacy

Competencies Using e-Reader-Based Programs. Proceedings Of The International Conference

On E-Learning, 31-38.

Ernst, J. V., & Clark, A. C. (2009). Technology-Based Content through Virtual and Physical

Modeling: A National Research Study. Journal Of Technology Education, 20(2), 23-36.

http://eric.ed.gov/?id=EJ898827

http://trenholm.tcp.schoolinsites.com/?PageName=%27AboutTheSchool%27

http://www.tuscumbia.k12.al.us/

http://cityoftuscumbia.org/

https://docs.alsde.edu/documents/91/Overview%20of%20Alabama%20Student%20Assessment

%20Program.pdf

http://www.primary-education-oasis.com/dibels-testing.html

https://dibels.org/dibels.html

https://dibels.uoregon.edu/market/assessment/dibels/

http://www.readinghorizons.com/blog/post/2011/05/25/the-dibels-controversy-and-literacy.aspx

http://www.fluencytutorforgoogle.com/

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