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DIBELS Research References (PDF Format). A
list of articles, technical reports, book chapters, and dissertations about DIBELS.
Some are available for download on this page, and some will be available at a later date.
Assessment Committee Analysis of Reading Assessment Measures.
Technical adequacy information for DIBELS sub-tests which were available as of 5th Edition.
The following technical reports are available for download in
PDF format.
Good, R. H., Wallin, J. U., Simmons, D. C.,
Kame'enui, E. J., & Kaminski, R. A. (2002). System-wide Percentile Ranks for
DIBELS Benchmark Assessment (Technical Report No. 9). Eugene, OR: University
of Oregon.
Good, R. H. & Kaminski, R. A. (2002). DIBELS
Oral Reading Fluency Passages for First through Third Grades (Technical Report No. 10).
Eugene, OR: University of Oregon.
Good, R. H., Simmons, D. S., Kame'enui, E. J.,
Kaminski, R. A., & Wallin, J. (2002). Summary of decision rules for intensive, strategic,
and benchmark instructional recommendations in kindergarten through third grade
(Technical Report No. 11). Eugene, OR: University of Oregon.
Good, R. H., Kaminski, R. A., Smith, S.,
Simmons, D. S., Kame'enui, E. J., & Wallin, J. (In press). Reviewing outcomes:
Using DIBELS to evaluate a school's core curriculum and system of additional intervention
in kindergarten. In S. R. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems
for observing teaching and learning. Baltimore: Paul H. Brookes.
Baker, D. L., Cummings, K. D., Good, R. H., &
Smolkowski, K. (2007). Indicadores dinámicos del éxito en la lectura (IDEL): Summary of decision rules for intensive, strategic, and
benchmark instructional recommendations in kindergarten through third grade. (Technical
Report No.1) Eugene, OR: Dynamic Measurement Group.
Field Studies on Technical Adequacy of DIBELS
(NEW) Wilson, J. (2005). The relationship of Dynamic Indicators
of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency to performance on Arizona
Instrument to Measure Standards (AIMS). Tempe, AZ: Tempe School District No. 3.
(New) Vander Meer, C.D., Lentz, F.E., & Stollar, S. (2005). The
relationship between Oral Reading Fluency and Ohio Proficiency Testing in Reading
(Technical Report). Eugene, OR: University of Oregon.
Hintze, J.M., Ryan, A.L., & Stoner, G. (2003). Concurrent validity and diagnostic
accuracy of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the
Comprehensive Test of Phonological Processing. School Psychology Review, 32(4), 541-556.
Shaw, R. & Shaw, D. (2002).
DIBELS Oral Reading Fluency-Based Indicators of Third Grade Reading Skills
for Colorado State Assessment Program (CSAP). (Technical Report) Eugene,
OR: University of Oregon.
Buck, J. & Torgesen, J. (2003). The
Relationship Between Performance on a Measure of Oral Reading Fluency and Performance
on the Florida Comprehensive Assessment Test. (FCRR Technical Report #1)
Tallahassee, FL: Florida Center for Reading Research.
Barger, J. (2003). Comparing the DIBELS Oral
Reading Fluency indicator and the North Carolina end of grade reading assessment.
(Technical Report). Asheville, NC: North Carolina Teacher Academy.
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