Abstract
This article is a response to “Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Tool for Evaluating Student Learning?” by Kamii and Manning (2005). The intent of their study was to evaluate how DIBELS and a writing test predict reading achievement, which was measured by scores on the Slosson Oral Reading Test (SORT) as well as by a writing task. Approximately 200 students from two geographically discrepant schools were included in this study. The authors concluded that their test was a superior predictor of reading achievement. A few of the authors' many criticisms of their study is that there were insufficient descriptions of their sample and their test administration procedures. Also, their study lacked fidelity of implementation checks. Their results actually showed that the DIBELS score distribution was in the normal range, but that was not true of their writing task.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call