Abstract

The utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for documenting the reading progress of English Language Learners (ELLs) was investigated. Relationships among the DIBELS measures were explored using a correlational matrix. The predictive validity of the DIBELS for determining later literacy outcomes was assessed via a series of step-wise regressions. Results suggest that the DIBELS are valid for assessing the reading progress of Spanish-speaking ELLs. Growth was seen on all measures and established DIBELS benchmarks were generally met on time. Differing from previous findings, PSF did not positively correlate with NWF for first graders, and only fall PSF significantly correlated with later ORF. PSF may not be a valid indicator of future literacy success for Spanish-speaking ELLs. Results suggest that LNF may be a better indicator and that bilingualism may facilitate phonemic awareness.

Publication Date

1-1-2006

Document Type

Thesis

Student Type

Graduate

Degree Name

School Psychology (MS)

Department, Program, or Center

Department of Psychology (CLA)

Advisor

S. B. Graney

Campus

RIT – Main Campus

Share

COinS