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.
DIBELS : Overview and Use
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
DIBELS
TM
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
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
DIBELS Measures
TM
Today’s measures

Letter Naming Fluency (LNF) K-1

Oral Reading Fluency (DORF) 1-3
(c) 2002 Good & Kaminski
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/
(c) 2002 Good & Kaminski
The DIBELSTM
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
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
Connected Text
DIBELS Oral Reading Fluency
Comprehension
Retell Fluency
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
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/.
(c) 2002 Good & Kaminski
Letter Knowledge
(measured by Letter Naming Fluency)

Accuracy of naming letters

Fluency in naming letters
(c) 2002 Good & Kaminski
Materials

Student copy of LNF probe

Examiner copy of LNF probe

Timer

Colored pen
(c) 2002 Good & Kaminski
LNF Probes
Probe 1
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
b
w
F
i
h
O
x
j
I
K
x
t
Y
q
L
d
f
T
g
v
T
V
Q
o
w
P
J
t
B
X
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
q
n
j
s
W
r
d
s
B
r
A
E
L
c
c
N
u
Q M
I
Total: ____/110
(c) 2002 Good & Kaminski

Each probe is a
random sort of 2
lower case and 2
upper case
alphabets.

Lines help
students to keep
their place.
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.
(c) 2002 Good & Kaminski
Directions
Probe 1
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
b
w
F
i
h
O
x
j
I
K
x
t
Y
q
L
d
f
T
g
v
T
V
Q
o
w
P
J
t
B
X
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
q
n
j
s
W
r
d
s
B
r
A
E
L
c
c
N
u
Q M
I
Total: ____/110
(c) 2002 Good & Kaminski
4.
Start your stop
watch after saying
“Ready, begin.” If
the student fails to
say the first letter
after 3 seconds, tell
him/her the letter
and mark it as
incorrect.
5. Follow along on your
copy. Put a slash (/)
through letters
named incorrectly.
Probe 1
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
b
w
F
i
h
O
x
j
I
K
x
t
Y
q
L
d
f
T
g
v
T
V
Q
o
w
P
J
t
B
X
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
q
n
j
s
W
r
d
s
B
r
A
E
L
c
c
N
u
Q M
I
36
Total: ____/110
(c) 2002 Good & Kaminski
Directions
6. If a student stops or
struggles with a letter for
3 seconds, tell the
student the letter and
mark it as incorrect.
Prompt the student by
pointing to the next letter
and saying, “What
letter?” (if necessary).
7. At the end of 1 minute,
place a bracket (]) after
the last letter named and
say, "Stop."
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.
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
Time to Practice!
(c) 2002 Good & Kaminski
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/.
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
Materials

Student copy of passage

Examiner copy

Clipboard

Timer

Colored pen
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
Directions
Dynamic Indicators of Basic Early Literacy Skills
University of Oregon
First Grade Benchmark 2 – DIBELS Oral Reading Fluency, Passage 1
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
long. One day when I was watching, the mother bird flew
away. I saw the eggs she was sitting on. There were four blue
eggs.
I watched and watched. The eggs moved. I watched some
more. The eggs started to crack. Finally, the eggs hatched. I
saw four baby birds. The baby birds opened their beaks wide.
I heard them peeping. Soon the mother bird came back. Then
the mother robin put worms in their mouths.
Every day I watched the baby birds and their mother.
Pretty soon the babies were so fat there was no room for the
mother. Then one morning the nest was gone from the bush.
© 2001 Good & Kaminski
3. Say these specific
directions to the student:
Page 6
(c) 2002 Good & Kaminski
Please read this (point)
out loud. If you get stuck,
I will tell you the word so
you can keep reading.
When I say, “stop” I may
ask you to tell me about
what you read, so do
your best reading. Start
here (point to the first word of
the passage). Begin.
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.
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
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.
Passage
Student Says
Scoring
Procedure
I have a goldfish. “I have a … I have a goldfish.
(3 seconds)”
(c) 2002 Good & Kaminski
Correct Words
/ Total Words
3 /4
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.
Passage
Number of
Words
I gave Ben a red yo-yo.
6
We did push-ups, pull-ups, and sit-ups.
9
(c) 2002 Good & Kaminski
Numerals
3. Numerals. Numerals must be read correctly in the
context of the sentence.
Passage
Student Says
Scoring
Procedure
Correct Words
/ Total Words
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
old.
“I am six years old.”
I am 6 years old.
(c) 2002 Good & Kaminski
5 /5
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.
Passage
Student Says
Correct Words
Scoring Procedure / Total Words
Dad read the paper. “Dad reed the paper.” Dad read the paper.
(i.e., long e)
I ate too much.
“I eat too much.”
I ate too much.
(c) 2002 Good & Kaminski
3 /4
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.
Passage
Student Says
Dad read the “Dad reed … red the
paper.
paper.” (i.e., selfcorrects to short e)
Scoring
Procedure
SC
Dad read the
paper.
(c) 2002 Good & Kaminski
Correct Words
/ Total Words
4 /4
Repeated Words
6. Repeated Words. Words that are repeated are not
scored as incorrect and are ignored in scoring.
Passage
Student Says
I have a goldfish.
“I have a … I
have a goldfish.”
Scoring
Procedure
I have a goldfish.
(c) 2002 Good & Kaminski
Correct Words
/ Total Words
4 /4
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.
Passage
Student Says
Correct Words
Scoring Procedure / Total Words
It is time for
a rest.
“It is time for a retht.” It is time for a rest.
(articulation)
6 /6
We took the
short cut.
“We took the shot cut.” We took the short
(dialect)
cut.
5 /5
(c) 2002 Good & Kaminski
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.
Passage
Correct Words
/ Total Words
Student Says
Scoring Procedure
It is time for
a rest.
“It is time for a
long rest.”
It is time for a rest.
6 /6
I ate too
much.
“I ate way too
much.”
I ate too much.
4 /4
(c) 2002 Good & Kaminski
Omitted Words
9. Omitted words. Omitted words are scored
as incorrect.
Passage
Student Says
It is time for a “It is time for
rest.
rest.”
I ate too
much.
“I ate much.”
Scoring Procedure
Correct Words
/ Total Words
It is time for a rest.
5 /6
I ate too much.
3 /4
(c) 2002 Good & Kaminski
Word Order
10. Word Order. All words that are read
correctly but in the wrong order are scored as
incorrect.
Passage
The ice cream
man comes.
Student Says
“The cream ice
man comes.”
Scoring Procedure
The ice cream man comes.
I ate too much. “I too ate much.” I ate too much.
(c) 2002 Good & Kaminski
Correct Words
/ Total Words
3 /5
2 /4
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.”
Passage
Student Says
Scoring Procedure
Correct Words
/ Total Words
May I watch TV?
“May I watch
teevee?”
May I watch TV?
4 /4
May I watch TV?
“May I watch
television?”
May I watch TV?
4 /4
My teacher is Mr.
Smith.
“My teacher is
mister Smith.”
My teacher is Mr. Smith.
5 /5
My teacher is Mr.
Smith.
“My teacher is My teacher is Mr. Smith.
‘m’ ‘r’ Smith.”
4 /5
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
Time to Practice!
(c) 2002 Good & Kaminski
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.
(c) 2002 Good & Kaminski
Different Levels of Use



State level
District level
School level
 Classroom
level
 Individual student level
(c) 2002 Good & Kaminski
Classroom Level


Screening
Progress Monitoring
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
Initial Screening: DIBELS
TM
Goals
Measure
Goal
When?
Initial Sounds Fluency
25 or more
Middle of K
Letter Naming Fluency
Phonemic Segmentation
Fluency
Nonsense Word Fluency
27 or more
37 or more
18 or more
35 or more
13 or more
24 or more
(c) 2002 Good & Kaminski
Middle of K
Beginning of 1st
Middle of K
Beginning of 1st
Middle of K
Beginning of 1st
Screening: Kindergarten Example
LNF Goal
27 or more
NWF Goal
13 or more
ISF Goal
25 or more
PSF Goal
18 or more
Date: __1/15/04_
Student
Name
Letter
Naming
Fluency
57
Nonsense
Word
Fluency
33
Initial
Sounds
Fluency
48
Phoneme
Segmentation
Fluency
17
Olivia
51
22
38.2
39
Leta
51
5
9.7
2
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
Destiny
37
3
12.7
30
David
33
25
30
56
Matt
26
10
18
9
Edwin
18
2
0
2
Chris
17
12
9.7
0
Tashaun
Comments/Error Patterns
d/b mix up; u/n mix up; good w/sounds/names; good initial sounds
Rhymes words not segment; slow w/letter sounds
Only segments initial sounds in PA
Fairly high PA; slow w/letter names/sounds; vo wel sound problems
Only segments initial sounds in PA; getting lots of letters mixed up
No response during PA; knows letters in his name and a few
others
No response during PA; problems w/h,n,x,z,v; fair w/sounds
(c) 2002 Good & Kaminski
Using Data to Inform Instruction

Examine class as a whole to inform whole
group instruction

Examine groups of students to inform small
group instruction
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
Screening: First Grade Example
LNF Goal
37 or more
NWF Goal
24 or more
PSF Goal
35 or more
Date: _9/5/03_
Student
Name
Letter Naming
Fluency
Nonsense Word
Fluency
Natalia
Felicia
Clarissa
Jade
Aaron
Rey
Larah
Gerry
Chris
Jay
Tina
72
54
42
54
39
24
37
35
33
36
38
50
37
36
33
32
25
23
23
21
18
18
Phoneme
Segmentation
Fluency
56
59
31
39
38
0
38
11
52
36
44
Alex
31
12
8
Angela
25
12
29
Antwon
18
7
6
Oral
Reading
Fluency
10
8
Delia
4
27
8
Dora
3
5
22
Daniel
2
1
1
Eliza
1
0
0
Rodney
0
*Fluency rate is optional and not typically calculated at the beginning of first grade.
Comments/Error Patterns
Mix up on b/d
Slow but accurate PA
Mix up on b/d
No response on PA; accurate sound id on NWF
Mix up in e/i and o/u and b/d sounds on NWF
Only initial sounds on PA; accurate but not fluent on NWF
Accurate but not fluent on NWF
Mixes up all vowel sounds on NWF
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;
does not know sounds for f,t,r
Problems w/vowel sounds on PA; mixes up all vowel
sounds on NWF
Only responds to hard sounds on PA; knows sounds for a,
m, s, t
Problems with vowel sounds on PA
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
Next Screening: DIBELS
TM
Goals
Measure
Goal
When?
Letter Naming Fluency
40 or more
End of K
Phonemic Segmentation
Fluency
35 or more
Nonsense Word Fluency
25 or more
50 or more
End of K
Middle of First
End of K
Middle of First
Oral Reading Fluency
20 or more
Middle of First
(c) 2002 Good & Kaminski
Progress Monitoring: Kindergarten
LNF Example
Student
Anya
Chris
David
Delia
Destiny
Edna
Edwin
Essence
Tashaun
Leta
Matt
Naomi
Olivia
Tyson
William
Taylor
28-Jan 13-Feb 27-Feb 9-Mar 26-Mar
45
17
34
38
33
50
37
47
18
25
26
25
42
57
51
26
30
32
27
46
51
47
40
(c) 2002 Good & Kaminski
2-Apr
23-Apr
28
32
25
30
May
54
34
46
55
34
54
31
46
59
63
26
63
61
51
57
49
Progress Monitoring: Kindergarten
PSF Example
Student
Anya
Chris
David
Delia
Destiny
Edna
Edwin
Essence
Tashaun
Leta
Matt
Naomi
Olivia
Tyson
William
Taylor
28-Jan 13-Feb 27-Feb
46
0
0
3
56
21
30
6
7
12
2
2
4
11
11
17
9
2
5
9
9
63
39
5
8
3
9
9-Mar 26-Mar
2-Apr
23-Apr
0
5
0
7
16
17
0
9
20
7
18
15
0
10
18
7
13
4
8
17
10
13
13
11
7
11
12
3
13
5
11
8
8
(c) 2002 Good & Kaminski
May
67
10
57
17
57
51
19
46
20
12
13
70
24
8
17
37
Progress Monitoring:
First Grade NWF Example
Student
Eliza
Jade
Alex
Aaron
Daniel
Rey
Rodney
Felicia
Jay
Chris
Delia
Dora
Angela
Tina
Larah
Antwon
Clarissa
Natalia
Gerry
Kelly
24-Sep 17-Oct 31-Oct 14-Nov 21-Nov
1
0
0
33
53
12
9
38
32
47
2
0
1
25
38
0
2
0
0
37
42
18
43
37
52
21
29
32
36
4
11
18
18
3
17
14
36
12
24
20
22
23
18
12
26
23
34
34
42
7
20
33
36
54
50
56
23
26
49
(c) 2002 Good & Kaminski
5-Dec
35
59
25
13
28
19
25
31
35
46
29
12-Dec 14-Jan 27-Jan
0
43
48
50
38
3
37
32
47
0
0
46
49
38
18
36
8
9
15
33
37
32
28
40
40
37
31
44
39
46
38
52
54
65
45
26
Individual Level

Screening

Progress Monitoring

Error Analysis
(c) 2002 Good & Kaminski
Initial Screening:
Kindergarten Example
Studen t: ___Willi am_________________________________
Middle of the Yea r Admi nis tration Date: ___1/15/04_____
Middl e of the Year
Assessment
Concept Assessed
Score
Decision Criteria
Established
(  )


Screening 1
Letter Naming Fluency
40
> 27 = E stablished
27 > LNF < 21 = E merging
< 21 = D eficit
Screening 2
Nonsense Word
Fluency
17
> 13 = E stablished
13 > NWF < 4 = Emerging
< 4 = Deficit
Screening 3
Initial Sounds Fluency
20.8
> 25 = E stablished
25 > ISF < 9 = Emerging
< 9 = Deficit
Screening 4
Phoneme Segmentation
Fluency
3
> 18 = E stablished
18 > PSF < 7 = Emerging
< 7 = Deficit
Comm ents/Error Patterns: ___Only segments initi al sounds in PA____
(c) 2002 Good & Kaminski
Emerging
( )
Deficit
()


Initial Screening:
Kindergarten Example
Studen t: ___Anya ____________________________________
Middle of the Yea r Admi nis tration Date: ___1/15/04_____
Middl e of the Year
Assessment
Concept Assessed
Score
Decision Criteria
Established
( )

Screening 1
Letter Naming Fluency
45
> 27 = E stablished
27 > LNF < 21 = E merging
< 21 = D eficit
Screening 2
Nonsense Word
Fluency
25
> 13 = E stablished
13 > NWF < 4 = Emerging
< 4 = Deficit

Screening 3
Initial Sounds Fluency
33.6
> 25 = E stablished
25 > ISF < 9 = Emerging
< 9 = Deficit

Screening 4
Phoneme Segmentation
Fluency
46
> 18 = E stablished
18 > PSF < 7 = Emerging
< 7 = Deficit

Emerging
( )
Comm ents/Error Patterns: _d/b mi x up; fairly fluent na mes/sound s; good PA skill s_
(c) 2002 Good & Kaminski
Deficit
( )
Initial Screening:
Kindergarten Example
Studen t: ______Edna _________________________________
Middle of the Year Admi nis tration Date: ___1/15/04_____
Middl e of the Year
Assessment
Concept Assessed
Score
Decision Criteria
Established
( )

Emerging
( )
Screening 1
Letter Naming Fluency
47
> 27 = E stablished
27 > LNF < 21 = E merging
< 21 = D eficit
Screening 2
Nonsense Word
Fluency
16
> 13 = E stablished
13 > NWF < 4 = Emerging
< 4 = Deficit

Screening 3
Initial Sounds Fluency
22.9
> 25 = E stablished
25 > ISF < 9 = Emerging
< 9 = Deficit

Screening 4
Phoneme Segmentation
Fluency
6
> 18 = E stablished
18 > PSF < 7 = Emerging
< 7 = Deficit
Comm ents/Error Patterns: _Can only segment initi al sound s in PA_
(c) 2002 Good & Kaminski
Deficit
( )

Initial Screening:
First Grade Example
Studen t: ___Tina____________________________________
Beginn ing of the Year Admi nistration Date: ___9/5/03_____
Beginnin g of the Year
Assessment
Concept Assessed
Score
Decision Criteria
Established
( )
Screening 1
Letter Naming Fluency
38
> 37 = E stablished
37 > LNF < 24 = E merging
< 24 = D eficit

Screening 2
Nonsense Word
Fluency
18
> 24 = E stablished
24 > NWF < 12 = E merging
< 12 = D eficit
Screening 3
Phoneme Segmentation
Fluency
44
> 35 = E stablished
35 > PSF < 9 = Emerging
< 9 = Deficit


Comm ents/Error Patterns: __Mix up on e/i and g/j and z/v and b /d on NWF__
(c) 2002 Good & Kaminski
Emerging
( )
Deficit
( )
Initial Screening:
First Grade Example
Studen t: ___Ange la__________________________________
Beginn ing of the Year Admi nistration Date: ___9/5/03_____
Beginnin g of the Year
Assessment
Concept Assessed
Score
Decision Criteria
Screening 1
Letter Naming Fluency
25
> 37 = E stablished
37 > LNF < 24 = E merging
< 24 = D eficit
Screening 2
Nonsense Word
Fluency
12
> 24 = E stablished
24 > NWF < 12 = E merging
< 12 = D eficit
Screening 3
Phoneme Segmentation
Fluency
29
> 35 = E stablished
35 > PSF < 9 = Emerging
< 9 = Deficit
Established
( )
Emerging
( )



Comm ents/Error Patterns: Proble ms w/vo wel sounds on PA; mi x up vowe l sound s on
NWF
(c) 2002 Good & Kaminski
Deficit
( )
Initial Screening:
First Grade Example
Studen t: ___Antwon__________________________________
Beginn ing of the Year Admi nistration Date: ___9/5/03_____
Beginnin g of the Year
Established
( )
Emerging
( )
Deficit
( )
Assessment
Concept Assessed
Score
Decision Criteria
Screening 1
Letter Naming Fluency
18
> 37 = E stablished
37 > LNF < 24 = E merging
< 24 = D eficit

Screening 2
Nonsense Word
Fluency
7
> 24 = E stablished
24 > NWF < 12 = E merging
< 12 = D eficit

Screening 3
Phoneme Segmentation
Fluency
6
> 35 = E stablished
35 > PSF < 9 = Emerging
< 9 = Deficit

Comm ents/Error Patterns: Only responds to ha rd sounds on PA; knows sound s for a, m,
s, t
(c) 2002 Good & Kaminski
Progress Monitoring: Kindergarten
LNF Examples
Student
28-Jan 13-Feb 27-Feb 9-Mar 26-Mar 2-Apr 23-Apr May
Edwin
18
Matt
26
25
26
25
28
32
31
30 32 27 25 30 26
(c) 2002 Good & Kaminski
Progress Monitoring: Kindergarten
PSF Examples
Student 28-Jan 13-Feb 27-Feb 9-Mar 26-Mar 2-Apr 23-Apr May
Wil iam
3
Edna
6
9
7
12
12
(c) 2002 Good & Kaminski
13
11
8
17
20
18
17
51
Progress Monitoring:
First Grade NWF Examples
Student 24-Sep 17-Oct 31-Oct 14-Nov 21-Nov 5-Dec 12-Dec 14-Jan 27-Jan
Tina
18 12
26 25 37 31 44
Angela
12 24 20 22 23 19 28 40 40
Antwon
7
20
33 35 38
(c) 2002 Good & Kaminski
52
Progress Monitoring:
First Grade NWF Examples
Student 24-Sep 17-Oct 31-Oct 14-Nov 21-Nov 5-Dec 12-Dec 14-Jan 27-Jan
Delia
4
11
Dora
3
17 14
18 18 13
8
9
15
36 28 33 37 32
(c) 2002 Good & Kaminski
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
(c) 2002 Good & Kaminski
DIBELS : Overview and Use
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/.