What is DIBELS?
DIBELS is a set of short fluency measures for identifying and monitoring the development of reading skills from Foundation to Year 8. DIBELS 8th provides a comprehensive measure of reading competence aligned with the research on reading development. It provides benchmark goals and timelines, progress monitoring of reading intervention, and early identification of risk for reading difficulties. In addition to this, it can be used for dyslexia screening purposes.
Each DIBELS 8th subtest has been thoroughly researched and demonstrated to be a reliable and valid indicator of early literacy development. DIBELS is based on trusted scientific evidence, research-based practices, and decades of experience in teaching and learning to provide assessments that inform best practice.
What does DIBELS 8th assess?
DIBELS 8th provides six different sub-tests to measure where students are in the trajectory towards skilled reading, including their ability to break words into individual sounds, their letter-sound correspondence knowledge, reading and comprehension.
The six subtests consist of:
Why DIBELS 8th?
The DIBELS 8th subtests allow teachers to drill down on the specific skills required for skilled reading and to ensure students are meeting peer benchmarks. DIBELS results clearly show if a student requires additional support at Tier 2 (small group) or Tier 3 (intensive 1:1 support). They can also provide feedback on the efficacy of Tier 1 (whole class) instruction.
We need to know as soon as possible if our students are at risk of reading difficulties because early intervention requires far less time and resources to ensure students keep up with their peers. DIBELS 8th provides information to ensure instruction targets what the students need, so time and resources are not wasted on inappropriate interventions.
DIBELS 8th informs instruction
DIBELS results can be used for instructional decision-making. They can inform the effectiveness of whole-class instruction and intervention and identify students who need additional instructional support and monitoring.
An evidence-based structured literacy approach is essential to support reading success for all students, including a high-quality structured synthetic phonics program and the use of decodable texts. Targeted intervention should utilise the same approach or program used in the classroom. This allows for repetition and practice of skills using the same language and activities used in whole class instruction to reduce cognitive load on students.
See some examples of recommended Structured Synthetic Phonics programs. Download pdf
In addition to phonics, explicit teaching of vocabulary aids fluency and comprehension. This should include breaking down and analysing more complex words words to read, spell, and understand them. Looking at the morphology and etymology helps students to access a wider range of words with common roots, prefixes and suffixes, and spelling patterns.
"It is crucial that schools adopt evidence-based approaches, as without good quality instruction, many students will not acquire the basic literacy needed to function successfully in our society. SPELD SA can assist with training and mentoring to develop an evidence-based, whole-school approach to literacy instruction."
Kerry Williams
Director of Professional Learning, SPELD SA
DIBELS Workshops
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