Abstract
This article is designed to help teachers interpret reading assessment data from DIBELS beyond individual subtests to better support their students’ needs. While it is important to understand the individual subtest measures, it is more vital to understand how each fits into the larger picture of reading development. The underlying construct of each DIBELS subtest is unpacked, followed by a demonstration of how teachers can (a) interpret results and (b) design high-quality interventions around the reading constructs, rather than teaching to individual subtests. Two classroom examples are presented that were designed to illustrate realigned interpretation of assessment results.
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