DIBELS Overview&use HEC

DIBELS : Overview and Use
TM
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: http://dibels.uoregon.edu/.
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.
TM
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: http://dibels.uoregon.edu/.
Objectives
 Learn how to administer select DIBELSTM

measures for screening and progress
monitoring.
 Learn how to use DIBELSTM to inform

instruction.
(c) 2002 Good & Kaminski

TM
DIBELS 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

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

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

DIBELS Measures
TM
Today’s measures
 Letter Naming Fluency (LNF) K-1
 Oral Reading Fluency (DORF) 1-3

DIBELS Measures
TM
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: http://dibels.uoregon.edu/
The DIBELSTM

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.

Big Ideas and DIBELS TM
 Big ideas of early literacy should drive the

curriculum and instruction. And,
 Big ideas should drive the measures we use.
Big Idea of Literacy DIBELS Measure
General Risk Indicator Letter Naming Fluency
Phonological Awareness Initial Sounds Fluency
Phoneme Segmentation Fluency
Alphabetic Principle Nonsense Word Fluency
Accuracy and Fluency with DIBELS Oral Reading Fluency
Connected Text
Comprehension Retell Fluency

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

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:
http://dibels.uoregon.edu/.

Letter Knowledge
(measured by Letter Naming Fluency)
 Accuracy of naming letters
 Fluency in naming letters

Materials
 Student copy of LNF probe
 Examiner copy of LNF probe
 Timer
 Colored pen

Probe 1 LNF Probes
c c N u Q M u h S i
n b e N F f o a K k
g p k p a H C e G D
 Each probe is a
b w F i h O x j I K
random sort of 2
x t Y q L d f T g v
lower case and 2
T V Q o w P J t B X
upper case
alphabets.
Z v U P R l V C l W
R J m O z D G y U Y
Z y A m X z H S M E  Lines help
q n j s W r d s B I students to keep
r A E L c c N u Q M their place.
Total: ____/110

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.

Probe 1 Directions
c c N u Q M u h S i
n b e N F f o a K k 4. Start your stop
watch after saying
g p k p a H C e G D
“Ready, begin.” If
b w F i h O x j I K the student fails to
x t Y q L d f T g v say the first letter
T V Q o w P J t B X
after 3 seconds, tell
him/her the letter
Z v U P R l V C l W and mark it as
R J m O z D G y U Y incorrect.
Z y A m X z H S M E
q n j s W r d s B I 5. Follow along on your
r A E L c c N u Q M
copy. Put a slash (/)
Total: ____/110
through letters
named incorrectly.
Probe 1
Directions
c c N u Q M u h S i
n b e N F f o a K k 6. If a student stops or
struggles with a letter for
g p k p a H C e G D
3 seconds, tell the
b w F i h O x j I K student the letter and
x t Y q L d f T g v mark it as incorrect.
Prompt the student by
T V Q o w P J t B X pointing to the next letter
Z v U P R l V C l W and saying, “What
letter?” (if necessary).
R J m O z D G y U Y
Z y A m X z H S M E
7. At the end of 1 minute,
q n j s W r d s B I place a bracket (]) after
r A E L c c N u Q M the last letter named and
say, "Stop."
36
Total: ____/110

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.

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.

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.

Time to Practice!

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:
http://dibels.uoregon.edu/.
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

Materials
 Student copy of passage
 Examiner copy
 Clipboard
 Timer
 Colored pen

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.

Dynamic Indicators of Basic Early Literacy Skills
University of Oregon
First Grade Benchmark 2 – DIBELS Oral Reading Fluency, Passage 1
Directions
The Robin’s Nest
There was a robin’s nest outside our kitchen window. The

nest was in a tall bush. The mother robin sat in the nest all day 3. Say these specific
long. One day when I was watching, the mother bird flew directions to the student:
away. I saw the eggs she was sitting on. There were four blue
eggs.
Please read this (point)
I watched and watched. The eggs moved. I watched some out loud. If you get stuck,
more. The eggs started to crack. Finally, the eggs hatched. I I will tell you the word so
saw four baby birds. The baby birds opened their beaks wide.
you can keep reading.
I heard them peeping. Soon the mother bird came back. Then
the mother robin put worms in their mouths.
When I say, “stop” I may
Every day I watched the baby birds and their mother. ask you to tell me about
Pretty soon the babies were so fat there was no room for the what you read, so do
mother. Then one morning the nest was gone from the bush.
your best reading. Start
here (point to the first word of
the passage). Begin.
© 2001 Good & Kaminski Page 6

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.

Scoring
7. Follow along on the examiner copy of the

probe. Put a slash ( ) over words read
incorrectly.
8. Score reading passages immediately after

administration.

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.
Scoring Correct Words

Passage Student Says Procedure / Total Words
I have a goldfish. “I have a … I have a goldfish. 3 /4
(3 seconds)”

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.
Number of
Passage Words
I gave Ben a red yo-yo. 6
We did push-ups, pull-ups, and sit-ups. 9

Numerals
3. Numerals. Numerals must be read correctly in the

context of the sentence.

My father is 36. “My father is thirty-six.” My father is 36. 4 /4
My father is 36. “My father is three six.” My father is 36. 3 /4
I am 6 years “I am six years old.” I am 6 years old. 5 /5
old.

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.
Correct Words
Passage Student Says Scoring Procedure / Total Words
Dad read the paper. “Dad reed the paper.” Dad read the paper. 3 /4
(i.e., long e)
I ate too much. “I eat too much.” I ate too much. 3 /4

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
Dad read the “Dad reed … red the Dad read the 4 /4
paper. paper.” (i.e., self- paper.
corrects to short e)

Repeated Words
6. Repeated Words. Words that are repeated are not

scored as incorrect and are ignored in scoring.

I have a goldfish. “I have a … I I have a goldfish. 4 /4
have a goldfish.”

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.
Correct Words
It is time for “It is time for a retht.” It is time for a rest. 6 /6
a rest. (articulation)
We took the “We took the shot cut.” We took the short 5 /5
short cut. (dialect) cut.

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.
Correct Words
It is time for “It is time for a It is time for a rest. 6 /6
a rest. long rest.”
I ate too “I ate way too I ate too much. 4 /4
much. much.”

Omitted Words
9. Omitted words. Omitted words are scored

as incorrect.
Correct Words
It is time for a “It is time for It is time for a rest. 5 /6

rest. rest.”
I ate too “I ate much.” I ate too much. 3 /4

much.

Word Order
10. Word Order. All words that are read

correctly but in the wrong order are scored as
incorrect.
Correct Words
The ice cream “The cream ice The ice cream man comes. 3 /5
man comes. man comes.”
I ate too much. “I too ate much.” 2 /4
I ate too much.

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.”
Correct Words
May I watch TV? “May I watch May I watch TV? 4 /4
teevee?”
May I watch TV? “May I watch May I watch TV? 4 /4
television?”
My teacher is Mr. “My teacher is My teacher is Mr. Smith. 5 /5
Smith. mister Smith.”
My teacher is Mr. “My teacher is My teacher is Mr. Smith. 4 /5
Smith. ‘m’ ‘r’ Smith.”

Skipped Text
 If a student skips a line of text, draw a line

through the skipped text and do not count the
skipped text in scoring.

DORF Score
 The score is the median (or middle) score

when three passages are administered for
screening purposes.
 During progress monitoring, only one

passage is administered.

Time to Practice!

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.

Different Levels of Use
 State level
 District level
 School level
 Classroom level
 Individual student level

Classroom Level
 Screening
 Progress Monitoring

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

TM
Initial Screening: DIBELS Goals
Measure Goal When?
Initial Sounds Fluency 25 or more Middle of K
27 or more Middle of K
Letter Naming Fluency
37 or more Beginning of 1st
Phonemic Segmentation 18 or more Middle of K
Fluency 35 or more Beginning of 1st
13 or more Middle of K
Nonsense Word Fluency
24 or more Beginning of 1st

Screening: Kindergarten Example
LNF Goal NWF Goal ISF Goal PSF Goal
27 or more 13 or more 25 or more 18 or more
Date: __1/15/04_
Student Letter Nonsense Initial Phoneme Comments/Error Patterns

Name Naming Word Sounds Segmentation
Fluency Fluency Fluency Fluency
Tashaun 57 33 48 17 d/b mix up; u/n mix up; good w/sounds/names; good initial sounds
Olivia 51 22 38.2 39
Leta 51 5 9.7 2 Rhymes words not segment; slow w/letter sounds
Delia 50 29 26.7 21
Edna 47 16 22.9 6 Can only segment initial sounds in PA
Tyson 47 25 10.3 5 Only segments initial sounds in PA SLOWLY
Naomi 46 19 40.9 63
Anya 45 25 33.6 46 d/b mix up; fairly fluent names/sounds/good PA skills
Essence 42 22 30 11 Only segments initial sounds in PA; slow but accurate letter names
Will iam 40 17 20.8 3 Only segments initial sounds in PA
Destiny 37 3 12.7 30 Fairly high PA; slow w/letter names/sounds; vo wel sound problems
David 33 25 30 56
Matt 26 10 18 9 Only segments initial sounds in PA; getting lots of letters mixed up
No response during PA; knows letters in his name and a few
Edwin 18 2 0 2
others
Chris 17 12 9.7 0 No response during PA; problems w/h,n,x,z,v; fair w/sounds

Using Data to Inform Instruction
 Examine class as a whole to inform whole

group instruction
 Examine groups of students to inform small

group instruction

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
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

Screening: First Grade Example
LNF Goal NWF Goal PSF Goal
37 or more 24 or more 35 or more
Date: _9/5/03_
Student Letter Naming Nonsense Word Phoneme Oral Comments/Error Patterns

Name Fluency Fluency Segmentation Reading
Fluency Fluency
Natalia 72 50 56
Felicia 54 37 59 Mix up on b/d
Clarissa 42 36 31 Slow but accurate PA
Jade 54 33 39 Mix up on b/d
Aaron 39 32 38
Rey 24 25 0 No response on PA; accurate sound id on NWF
Larah 37 23 38 Mix up in e/i and o/u and b/d sounds on NWF
Gerry 35 23 11 Only initial sounds on PA; accurate but not fluent on NWF
Chris 33 21 52 Accurate but not fluent on NWF
Jay 36 18 36 Mixes up all vowel sounds on NWF
Tina 38 18 44 Mix up on e/i and g/j and z/v and b/d on NWF
Only initial sounds on PA; mixes up o/u and c/s and v/z;
Alex 31 12 8
does not know sounds for f,t,r
Problems w/vowel sounds on PA; mixes up all vowel
Angela 25 12 29
sounds on NWF
Only responds to hard sounds on PA; knows sounds for a,
Antwon 18 7 6
m, s, t
Delia 10 4 8
Dora 27 3 8
Daniel 5 2 22 Problems with vowel sounds on PA
Eliza 1 1 1
Rodney 0 0 0
*Fluency rate is optional and not typically calculated at the beginning of first grade.

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

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

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

TM
Next Screening: DIBELS Goals
Measure Goal When?
Letter Naming Fluency 40 or more End of K
Phonemic Segmentation End of K

35 or more
Fluency Middle of First
25 or more End of K
Nonsense Word Fluency
50 or more Middle of First
Oral Reading Fluency 20 or more Middle of First

Progress Monitoring: Kindergarten
LNF Example
Student 28-Jan 13-Feb 27-Feb 9-Mar 26-Mar 2-Apr 23-Apr May
Anya 45 54
Chris 17 34 38 34
David 33 46
Delia 50 55
Destiny 37 34
Edna 47 54
Edwin 18 25 26 25 28 32 31
Essence 42 46
Tashaun 57 59
Leta 51 63
Matt 26 30 32 27 25 30 26
Naomi 46 63
Olivia 51 61
Tyson 47 51
William 40 57
Taylor 49

PSF Example
Anya 46 67
Chris 0 0 3 0 5 0 7 10
David 56 57
Delia 21 17
Destiny 30 57
Edna 6 7 12 20 18 17 51
Edwin 2 2 4 7 7 10 19
Essence 11 11 16 18 13 13 46
Tashaun 17 9 17 15 13 20
Leta 2 5 0 0 4 11 12
Matt 9 9 9 10 8 7 13
Naomi 63 70
Olivia 39 24
Tyson 5 8 11 3 5 8 8
William 3 9 12 13 11 8 17
Taylor 37

Progress Monitoring:
First Grade NWF Example
Student 24-Sep 17-Oct 31-Oct 14-Nov 21-Nov 5-Dec 12-Dec 14-Jan 27-Jan
Eliza 1 0 0 0
Jade 33 53 43
Alex 12 9 38 35 48 50
Aaron 32 47 38
Daniel 2 0 1 3
Rey 25 38 37 32 47
Rodney 0 2 0 0 0 0
Felicia 37 42 59 46
Jay 18 43 37 52 49
Chris 21 29 32 36 25 38 18 36
Delia 4 11 18 18 13 8 9 15
Dora 3 17 14 36 28 33 37 32
Angela 12 24 20 22 23 19 28 40 40
Tina 18 12 26 25 37 31 44
Larah 23 34 34 42 31 39 46
Antwon 7 20 33 35 38 52
Clarissa 36 54 54
Natalia 50 56 65
Gerry 23 26 49 46 45
Kelly 29 26

Individual Level
 Screening
 Progress Monitoring
 Error Analysis

Initial Screening:
Studen t: ___Willi am_________________________________
Middle of the Yea r Admi nis tration Date: ___1/15/04_____

Middl e of the Year
Established Emerging Deficit
Assessment Concept Assessed Score Decision Criteria
(  ) ( ) ()
> 27 = E stablished
Screening 1 Letter Naming Fluency 40 27 > LNF < 21 = E merging 
< 21 = D eficit
> 13 = E stablished
Nonsense Word 
Screening 2 17 13 > NWF < 4 = Emerging
Fluency
< 4 = Deficit
> 25 = E stablished
Screening 3 Initial Sounds Fluency 20.8 25 > ISF < 9 = Emerging 
< 9 = Deficit
> 18 = E stablished
Phoneme Segmentation 
Screening 4 3 18 > PSF < 7 = Emerging
Fluency
< 7 = Deficit
Comm ents/Error Patterns: ___Only segments initi al sounds in PA____

Initial Screening:
Studen t: ___Anya ____________________________________

Middl e of the Year
( ) ( ) ( )
> 27 = E stablished
< 21 = D eficit
> 13 = E stablished
Nonsense Word 
Fluency
< 4 = Deficit
> 25 = E stablished
< 9 = Deficit
> 18 = E stablished
Fluency
< 7 = Deficit
Comm ents/Error Patterns: _d/b mi x up; fairly fluent na mes/sound s; good PA skill s_

Initial Screening:
Studen t: ______Edna _________________________________

Middl e of the Year
( ) ( ) ( )
> 27 = E stablished
< 21 = D eficit
> 13 = E stablished
Nonsense Word 
Fluency
< 4 = Deficit
> 25 = E stablished
< 9 = Deficit
> 18 = E stablished
Fluency
< 7 = Deficit
Comm ents/Error Patterns: _Can only segment initi al sound s in PA_

Initial Screening:
First Grade Example
Studen t: ___Tina____________________________________
Beginn ing of the Yea r Admi nistration Date: ___9/5/03_____

Beginnin g of the Year
( ) ( ) ( )
> 37 = E stablished
< 24 = D eficit
> 24 = E stablished
Nonsense Word 
Screening 2 18 24 > NWF < 12 = E merging
Fluency
< 12 = D eficit
> 35 = E stablished
Fluency
< 9 = Deficit
Comm ents/Error Patterns: __Mix up on e/i and g/j and z/v and b /d on NWF__

Initial Screening:
First Grade Example
Studen t: ___Ange la__________________________________
Beginn ing of the Year Admi nistration Date: ___9/5/03_____

( ) ( ) ( )
> 37 = E stablished
< 24 = D eficit
> 24 = E stablished
Nonsense Word 
Fluency
< 12 = D eficit
> 35 = E stablished
Fluency
< 9 = Deficit
Comm ents/Error Patterns: Proble ms w/vo wel sounds on PA; mi x up vowe l sound s on
NWF

Initial Screening:
First Grade Example
Studen t: ___Antwon__________________________________
Beginn ing of the Year Admi nistration Date: ___9/5/03_____

( ) ( ) ( )
> 37 = E stablished
< 24 = D eficit
> 24 = E stablished
Nonsense Word 
Fluency
< 12 = D eficit
> 35 = E stablished
Fluency
< 9 = Deficit
Comm ents/Error Patterns: Only responds to ha rd sounds on PA; knows sound s for a, m,
s, t

LNF Examples

Edwin 18 25 26 25 28 32 31
Matt 26 30 32 27 25 30 26

PSF Examples
Wil iam 3 9 12 13 11 8 17
Edna 6 7 12 20 18 17 51

First Grade NWF Examples
Tina 18 12 26 25 37 31 44
Angela 12 24 20 22 23 19 28 40 40
Antwon 7 20 33 35 38 52
First Grade NWF Examples
Delia 4 11 18 18 13 8 9 15
Dora 3 17 14 36 28 33 37 32

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

TM
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: http://dibels.uoregon.edu/.

DIBELS Overview&use HEC

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DIBELS : Overview and Use

Funded through the Centers for Implementing K-3 Behavior and

Kim Rodriguez & Thea Woodruff

 Learn how to administer select DIBELSTM

 Learn how to use DIBELSTM to inform

(c) 2002 Good & Kaminski

Assessment of Big Ideas in Beginning Reading

Institute for the Development of

University of Oregon, College of Education

Oregon Department of Education

(c) 2002 Good & Kaminski

Dynamic Indicators of Basic Early Literacy Skills™

 Brief, standardized, individually administered

(c) 2002 Good & Kaminski

 Each measure assesses accuracy and

 The measures are predictive of later reading

 Multiple forms make DIBELS™ a useful tool

(c) 2002 Good & Kaminski

 Letter Naming Fluency (LNF) K-1

 Oral Reading Fluency (DORF) 1-3

(c) 2002 Good & Kaminski

 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

(c) 2002 Good & Kaminski

 Phonics or Alphabetic Principle. Based on two parts:

 Accuracy and Fluency with Connected Text.

(c) 2002 Good & Kaminski

 Big ideas of early literacy should drive the

(c) 2002 Good & Kaminski

(c) 2002 Good & Kaminski

Prior editions were supported, in part, by the Early Childhood

Kaminski, R. A., & Good, R. H. (2002). Letter Naming

(c) 2002 Good & Kaminski

 Accuracy of naming letters

 Fluency in naming letters

(c) 2002 Good & Kaminski

 Student copy of LNF probe

 Examiner copy of LNF probe

(c) 2002 Good & Kaminski

(c) 2002 Good & Kaminski

2. Place the examiner copy of randomized alphabets in front

3. Say these specific directions to the student:

(c) 2002 Good & Kaminski

(c) 2002 Good & Kaminski

1. Put a slash (/) through letters omitted or

2. The following responses should be counted

(c) 2002 Good & Kaminski

 Articulation and Dialect. The student is not

(c) 2002 Good & Kaminski

 If a student skips an entire row, draw a line through

 If a student makes an error and corrects him/herself

(c) 2002 Good & Kaminski

(c) 2002 Good & Kaminski

(c) 2002 Good & Kaminski

 Student copy of passage

(c) 2002 Good & Kaminski