Research & Publications

DIBELS

Kennedy, P.C.(2025). A Comparison of DIBELS 8th Edition Composite Score Percentile Ranks in Two Academic Years Across Two National Samples and a Sample of English Learners(Technical Report #25-001). Eugene, OR: University ofOregon.

University of Oregon (2025). Spanish Instructions as a DIBELS® Accommodation (DIBELS Technical Report 25-S01). Eugene, OR: Author. Available: https://dibels.uoregon.edu
 

University of Oregon, Center on Teaching and Learning. (2022). DIBELS® 8th Edition 2021-2022 Percentiles (Technical Report 2201). Eugene, OR: Author.

University of Oregon (2022). DIBELS® 8th Edition 2021-2022 Percentiles Supplement: 10th Percentiles for Progress Monitoring (Technical Report 2201 Supplement). Eugene, OR: Author. Available: https://dibels.uoregon.edu

University of Oregon, Center on Teaching and Learning. (2022). Revised Zones of Growth® for DIBELS 8th Edition benchmark assessments (Technical Report 2202). Eugene, OR: Author.

University of Oregon, Center on Teaching and Learning (2020). DIBELS 8th Edition 2017-2019 Percentiles. (Technical Report 2001). Eugene, OR: Author.

University of Oregon, Center on Teaching and Learning (2020). Zones of Growth® for DIBELS 8th Edition (Technical Report 2002). Eugene, OR: Author.

University of Oregon, Center on Teaching and Learning. (2020). Dimensionality of the DIBELS 8 CompositeScore. (Technical Report# 2003). Eugene, OR: Author

University of Oregon, Center on Teaching and Learning (2019-2020). DIBELS 8th Edition Technical Manual Supplement. Eugene, OR: Author.

University of Oregon, Center on Teaching and Learning (2018-2019). DIBELS 8th 2018-2019 Preliminary Goals Technical Manual. Eugene, OR: Author.

University of Oregon, Center on Teaching and Learning (2018-2020). DIBELS 8th Technical Manual. Eugene, OR: Author.

University of Oregon, Center on Teaching and Learning (2018). Understanding the research behind DIBELS 8th Edition (Technical Report 1801). Eugene, OR: Author.

Smolkowski, K. & Cummings, K., D. (2016). Evaluation of the DIBELS (6th Edition) diagnostic system for the selection of native and proficient English speakers at risk of reading difficulties. Journal of Psychoeducational Assessment, 34(2), 103-118. doi:10.1177/0734282915589017

Kennedy, P. C., Cummings, K. D., Bauer Schaper, H. A., & Stoolmiller, M. (2015). DIBELS Data System: 2013-14 Percentile Gains for Predominant DIBELS Next Benchmark Assessments (Technical Brief No. 1501). Eugene, OR: University of Oregon.

University of Oregon, Center on Teaching and Learning (2012). 2012 - 2013 DIBELS Data System Update Part I: DIBELS Next Composite Score (Technical Brief No. 1202). Eugene, OR: University of Oregon.

University of Oregon, Center on Teaching and Learning (2012). 2012 - 2013 DIBELS Data System Update Part II: DIBELS Next Benchmark Goals (Technical Brief No. 1203). Eugene, OR: University of Oregon.

University of Oregon, Center on Teaching and Learning (2012).2012 - 2013 DIBELS Next Benchmark Goals: Technical Supplement(Technical Brief No. 1204). Eugene, OR: University of Oregon.

Cummings, K. D., Kennedy, P. C., Otterstedt, J., Baker, S. K., & Kame'enui, E. J. (2011). DIBELS Data System: 2010-2011 Percentile Ranks for DIBELS Next Benchmark Assessments(Technical Report 1101). Eugene, OR: University of Oregon.

Cummings, K. D., Otterstedt, J., Kennedy, P. C., Baker, S. K., & Kame'enui, E. J. (2011). DIBELS Data System: 2009-2010 Percentile Ranks for DIBELS 6th Edition Benchmark Assessments (Technical Report 1102). Eugene, OR: University of Oregon. Center on Teaching and Learning.

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.

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.

Good, R.H., Kaminski, R.A., Shinn, M., Bratten, J., Shinn, M., Laimon, D., Smith, S., & Flindt, N. (2004). Technical Adequacy of DIBELS: Results of the Early Childhood Research Institute on measuring growth and development (Technical Report, No. 7). Eugene, OR: University of Oregon.

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.

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.

Good, R. H., Kaminski, R. A., Smith, S., Simmons, D. C., Kame'enui, E. J., & Wallin, J. U. (2003). Reviewing outcomes: Using DIBELS to evaluate kindergarten curricula and interventions. In S. R. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 221–259). Brookes.

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, 541–556. https://doi.org/10.1080/02796015.2003.12086220

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., Kaminski, R. A., Smith, S. Bratten, J. (2002). Technical Adequacy of Second Grade DIBELS Oral Reading Fluency Passages (Technical Report 8). 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., 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.

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.

Technical adequacy information for DIBELS sub-tests.(2002). Assessment Committee: Analysis of Reading Assessment Measures.

IDEL

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.