Research & Publications

DIBELS

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 2001). 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.

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.