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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

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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.

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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.

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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.

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