GSE Publications

Document Type

Journal Article

Date of this Version

2006

Publication Source

School Psychology Review

Volume

35

Issue

3

Start Page

341

Last Page

355

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.

Copyright/Permission Statement

Posted with the permission of the National Association of School Psychologists.

Keywords

urban, kindergarten, dynamic

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Date Posted: 06 November 2017

This document has been peer reviewed.