Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children

Loading...
Thumbnail Image
Penn collection
GSE Faculty Research
Degree type
Discipline
Subject
Educational Foundations
Teaching and Learning
urban
kindergarten
dynamic
Early Childhood Education
Education
Funder
Grant number
License
Copyright date
Distributor
Related resources
Contributor
Abstract

The validity of three subtests of the Dynamic Indicators for Basic Early Literacy Skills (DIBELS) was investigated for kindergarten children in a large urban school district. A stratified, random sample of 330 participants was drawn from an entire cohort of kindergarten children. Letter Naming Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency evidenced significant concurrent and predictive validity when compared to general reading ability measured by teacher report, individual assessments, and group-administered nationally standardized tests. Evidence for convergent and discriminant validity was also found when comparing these subtests to measures of specific literacy, cognitive, and social-behavioral constructs.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
2006-01-01
Journal title
School Psychology Review
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
Recommended citation
Collection