I can't get to DIBELS as an effective fluency measure as it addresses only rate, a component of fluency but not its sole marker.
Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > Date: Mon, 23 Nov 2009 01:55:19 +0000 > From: [email protected] > To: [email protected] > Subject: Re: [MOSAIC] DIBELS > > You provide a good explanation of how DIBELS should be used. However, and, > unfortunately, many administrators are looking for quick and easy assessments > for comprehension. The administrators don't listen to classroom teachers who > tell them that DIBELS is an effective fluency measure, but it can't measure > comprehension, especially as students progress through the grades. > What I find most troubling is administrators looking for a quick and easy > assessment and then settling for an assessment that doesn't measure > comprehension but using it to measure comprehension simply because it is a > quick and easy assessment--all to meet the RTI requirements. > Carol > > ----- Original Message ----- > From: [email protected] > To: [email protected] > Sent: Sunday, November 22, 2009 6:02:03 PM GMT -06:00 US/Canada Central > Subject: Re: [MOSAIC] DIBELS > > DIBELS is meant to be a progress monitoring tool to assess the > effectiveness of a specific intervention being used with a certain > student. It is not meant to be a diagnostic assessment for all > students. When used with Tier II and III students regularly to simply > monitor fluency gains or lack thereof, it can be very useful to make > decisions about the effectiveness of the intervention used with the > student. > It has gotten a lot of bad press because of its misuse by teachers who > were told to use it without the proper training. It fits all of the > components for a progress monitoring tool according to the RTI > guidelines. > Since comprehension is indirectly related to fluency it can be a > general indicator of general comprehension for most children. However, > just counting the words in a retell does not give you the in depth > comprehension information you need to inform instruction, it is just an > indicator of a possible problem. I have always used some form of IRI > to really get to the meat of what is going on with a child's > comprehension after noting that the DIBELS fluency score was below the > benchmark guidelines. If you have a child that can read fluently with > no comprehension (word caller), the DIBELS fluency assessment will not > be a good measure of comprehension progress. > I would suggest you investigate the Vanderbilt website (Doug and Lynn > Fuchs) to review all of the background information so you can use the > DIBELS tools for which they were intended. n Think of the DIBELS > assessment as a thermometer to just measure reading health, not a > diagnostic assessment used to plan instruction. > Good Luck, > Marianne > > -----Original Message----- > From: Kendra Carroll <[email protected]> > To: [email protected] > Sent: Fri, Nov 20, 2009 2:15 pm > Subject: [MOSAIC] DIBEL > Our system has just chosen to assess using DIBELS. For those of you who > use it, which students are you assessing? Do you use a different method > to assess comprehension, if so, what? Thanks for your input!! > > > > Kendra Carroll > > Elementary Teacher Coach > > Sandy Ridge Elementary School: Amostown Rd; Sandy Ridge, NC 27046 > > Phone: 336 871-2400 Fax 336 871-2025 > > Pine Hall Elementary School: 1400 Pine Hall Road; Pine Hall, North > Carolina 27042 > > Phone: 336 427-3689 Fax: 336 427-4944 > > Germanton Elementary School: 6085 NC 8 Hwy S; Germanton, NC 27019 > > Phone: 336 591-4021, Fax: 336 591-7013 > > > > Email Disclaimer: Please be advised that the contents of this message > and any reply may be subject to disclosure under North Carolina law. > This communication is for use by the intended recipient and contains > information that may be privileged, confidential, or copyrighted under > applicable law. If you are not the intended recipient, you are hereby > formally notified that any use, copying, or distribution of this > communication, in whole or in part, is strictly prohibited. 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