Indicadores Dinámicos del Éxito en la Lectura
What is IDEL?
Indicadores Dinámicos del Éxito en la Lectura (IDEL) is a research-based formative assessment series of measures designed to assess the basic early literacy skills of children learning to read in Spanish.
All the IDEL measures are standardized, brief, individually administered, and can be used to regularly monitor the development of early Spanish literacy skills. Both benchmark and progress monitoring testing materials are available as a free download.
The IDEL measures include:
- Fluidez en Nombrar Letras (FNL)
- Fluidez en la Segmentación de Fonemas (FSF)
- Fluidez en las Palabras sin Sentido (FPS)
- Fluidez en la Lectura Oral (FLO)
- Fluidez en el Relato Oral (FRO)
- Fluidez en el Uso de las Palabras (FUP)
The IDEL measures are not a translation of the DIBELS measures. They take into account the linguistic structure of the Spanish language including the phonology, orthography, and syntax. Like DIBELS, the IDEL measures are based on the same theoretical and evidence-based principles of how children learn to read in alphabetic languages such as English and Spanish.
IDEL is a screening tool that includes instructional recommendations and benchmark goals. It provides teachers with information on student skills in the core components of beginning reading including: phonological awareness, the alphabetic principle, accuracy and fluency reading connected text, vocabulary and comprehension.
Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading performance. Benchmark testing is one part of a comprehensive assessment system that includes universal screening, progress monitoring, summative assessments and other formal and informal assessments all designed to get the critical information needed to make informed instructional decisions. It is a foundational link between assessment, instruction and goal setting.
The IDEL assessments have been researched and validated specifically for benchmark testing in Kindergarten through 3rd grade. We recommend screening all students three times per year with grade-level materials. Research indicates that early identification and early intervention are essential for helping students who are at risk for future reading difficulties, or are currently having reading difficulties. Screening all students, including those who met earlier benchmark goals, also provides a complete data set that is needed to determine if reading instruction is effective with all students at the school or district level. Benchmark data can help answer the following types of questions:
- Is our reading program effective with all students at all grade levels?
- Are there exemplar schools (or classes) in our district on which we can model successful reading instruction?
- What are the strengths of our reading program?
- What areas of our reading program need improvement?
- Did we meet our literacy goals this year?
The testing materials consist of grade-level booklets for each student and a set of display materials. Most testing is done one on one with each student and takes approximately 5-10 minutes per student. Student scores are used to determine how each student is doing in relation to a benchmark goal that is predictive of later reading success. The benchmark goals are criterion-referenced. Each measure has an empirically established goal (or benchmark) that changes across time to ensure students’ skills are developing in a manner predictive of continued progress. The goals are the same for all students learning to read in Spanish.
Progress monitoring is a key component of providing differentiated and individualized reading instruction. Student performance and development of literacy skills should be monitored frequently for all students who are at risk of reading difficulty. The data gathered during progress monitoring can be used in the instructional decision making process.
Benchmark testing with IDEL can help determine which students are at risk for later reading difficulties. Students who receive supplemental instructional support should be progress monitored. The assessment used to monitor progress should align with the instructional priorities of the supplemental reading instruction. For example, if a student’s area of weakness is identified as fluency with connected text then monitoring with Fluidez en la Lectura Oral (FLO) is the best option since FLO measures fluency. See Big Ideas in Beginning Reading for information on targeting instruction and the relationship between assessment and instruction.