The Utility of the Dynamic Indicators of Basic Early Literacy Skills as a Literacy Screener for Children Who Are Deaf or Hard of Hearing

Abstract

Purpose: The purpose of this study was to (a) compare outcomes between children who are deaf or hard of hearing (DHH) and children with typical hearing (CTH) on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Eighth Edition assessment and (b) compare outcomes of children who are DHH on the DIBELS to other standardized literacy assessments. Method: Participants included 19 children who are DHH and 19 CTH in kindergarten or first grade. All participants who are DHH had bilateral hearing loss and used listening technology. The participants completed timed and untimed standardized literacy assessments. Data were analyzed using independent-samples t test, chi-square analysis, and Pearson correlation analysis. Results: Only one of five subtests on the DIBELS, the Oral Reading Fluency subtest, revealed a significant difference in scores between children who are DHH and CTH. Despite this difference, there were no differences in the distribution of risk between the groups. The DIBELS scores of children who are DHH strongly correlated to their scores on other standardized literacy assessments. Conclusions: The results indicate that the DIBELS is an adequate measure to screen early literacy skills for children who are DHH. The DHH and CTH groups differ in reading comprehension using a standardized measure; however, the DIBELS does not measure this skill. Further assessments of reading comprehension along with the DIBELS are recommended when assessing these skills in children who are DHH.