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TRANSCRIPT
Olivia M. Richardson
EDTC 670
Dr. Green
Integrative Capstone Project
Dynamic Indicators of Basic Early Literacy Skills
DIBELS
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Introduction:
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a term one learns
early when their child begins Kindergarten in the state of Alabama. DIBELS is a set of
procedures and measurements used for assessing the acquisition of early literacy skills
from kindergarten through sixth grade. These are one minute timed test that measure a
student’s fluency in reading and used to regularly monitor the development of reading
skills. In the state of Alabama every school administers this test to every Kindergartener,
First grader and Second grader. Some schools choose to continue using DIBELS until
sixth grade. The child receives a score and under the score is the benchmark or goal that
is set for the test that was administrated.
Above is an example of a DIBELS test that a teacher at GW Trenholm Primary School in
Tuscumbia, AL administered to one of her students. This test is administered monthly by
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all first grade teachers to help prepare the students for the state test that will be given at
the end of the school year. Monthly DIBELS helps to give early indicators where a
student may be lacking necessary skills to be successful on the end of year testing.
Learning Issue:
With twin daughters in first grade, I’ve dealt with DIBELS testing now for two
years and have learned from their teachers of how students struggle with this test. I
personally used these result in making a determination on whether my 6 year old
daughters were ready for second grade. Based on their DIBELS results they were
marginally ready. I made the decision to allow them to repeat first grade. This decision
has improved their skills and scores. Their reading skills have improved 100% and both
are now on the Honor Roll where as they were both struggling last year.
With my personal experience in learning the DIBELS processes and scoring, I
decided to do more research on DIBELS. I looked at how a student’s anxiety of having
to read so many words and make correct sounds while being timed affected the score.
DIBELS testing requires that students be able to get a certain number of correct
sounds and words within one minute. While students can read these words and passages
often in a fluent manner with no timer; once sat down and put on a time limit the student
tends to freeze. A result of the timer a student does tend to perform as well. Therefore
the state needs to actively search for a solution to help students improve their scores.
They might look at scoring with and without the timer, then average the results for a
clearer picture of the student’s abilities. This method may help the students to understand
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their test anxieties and learn skills to help alleviate these anxieties. In my studies, I have
become aware of a group of students who are right on the benchmark line. These
students struggle with anxieties and tend to never make it above the state margin.
The first grade classrooms I have the opportunity to get information from breaks
DIBELS down into two halves. This way the student is not expected to be able to master
this assessment right off the bat, but gradually work their way up to meet the goal for the
end of the year. The teacher with whom I have been working divides her halves as
follows. From the start of the school year until December the students have one goal to
reach, which is comprised of smaller words, basic sounds, and a larger scope on the
grading scale. Then from January to May students have another goal set with more
complex words and sounds, and the grading scale is adjusted to reflect that of the state.
For example; first grade’s goal for December is to get 43/8 which is 43 correct
sounds and 8 correct words. The hope is most students will pass this goal and come
January be well on their way to reaching the state goal set for first graders.
All data and information above was collected from first grade classrooms through
observation, personal interviews, and interaction within the classrooms.
School Description and population:
Tuscumbia, Alabama is a small town located in the northwest corner of the state.
The city’s has a population of approximately 8,423 people. The majority of jobs in this
area are provided by local universities or by retail businesses that support the universities.
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Tuscumbia City Schools consist of 4 schools: GWT Primary, for K-2nd; R.E. Thompson
Intermediate 3rd -5th; Deshler Middle School houses 6th – 8th grades; and Deshler High
School 9-12th grade. The town is very connected and being there is only one school per
each grade in the city everyone pulls together to raise money for the school systems.
The following statements were taken from the City of Tuscumbia website:
(www.cityoftuscumbia.org). “The school system was established in 1855 and has offered
programs and facilities of outstanding quality since its origin. Higher education is
equally represented by Northwest-Shoals Community College, with its main campus
adjacent to our city limits. It is an accredited, two-year community college with over
3,000 students. Five miles north of Tuscumbia is the University of North Alabama, a
fully accredited four-year college with over 6,000 students. The Tuscumbia City Board of
Education is comprised of five members who are appointed by the City Council to five-
year terms. The Board meets on a monthly basis and special meetings are called as
needed. Over 80% of the professional staff hold advanced degrees. System-Wide
pupil/teacher ratio of 14:1 ranks in the top 40 for the state. Total dollars spent per
year/per student is $4,211. This figure ranks 17th in the State. Special programs are
provided for all identified exceptional education students. The average ACT score is
21.8. 40% of the graduates earn an advanced diploma.”(cityoftuscumbia.org)
The Mission Statement of GWT Primary School is; “The faculty and staff of
G.W.T. are dedicated to providing a positive and challenging learning environment. The
cooperation among staff, students, parents, and community will ensure that all students
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reach their potential in becoming self-reliant, self-disciplined, responsible, and productive
citizens.” (http://trenholm.tcp.schoolinsites.com/?PageName=%27AboutTheSchool%27)
Individuals Involved:
The diversity of students and staff at this school represent a wide range in the realm of
social background. Each level of society brings a different outlook and perspective to
this study. The main players in my study and findings are the two first grade teachers,
whose classrooms I have the opportunity to observe, interact and gather research material
form. Each classroom is comprised of 18 students and one teacher which gives me a base
of 36 first graders and two teachers. The school body for first grade is comprised of
approximately 108 first graders (18 students per 6 classrooms) and six first grade teachers
(due to attrition and movement of families the number of students fluctuates throughout
the year). The social background ranges from families below poverty to families with a
household income of over $100,000. The racial makeup of the first grade is
approximately 42% black, 26% Hispanic, and 35% white (non-hispanic). Because of this
close mix in the racial aspect, the teachers are able to make a comparison between the
ethnic background and income level.
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Technology-based Solution:
A technology-based solutions which I see as improving our earlier readers is:
1. Fluency Tutor for Google (http://www.fluencytutorforgoogle.com/).
What is Fluency Tutor? “Fluency Tutor™ for Google is an easy-to-use, time-saving
leveled reading and assessment tool that helps busy teachers support struggling readers.
Teachers pick reading passages based on content using Lexile level or reading age; then
share with individual students or groups via Google Drive. Students practice and record
their assigned passages in a relaxed environment, at school or at home. Extra help is
provided by text to speech, a dictionary, picture dictionary and translate tools.”
(fluencytutorforgoogle.com)
Who is it for? - “designed to increase the fluency and comprehension skills of emerging
readers” It can be used by any person looking to improve their reading skills and assert
their vocabulary. (fluencytutorforgoogle.com).
This could be a fun way to get students use to reading passages and use the high
frequency words that will be in the DIBELS test.
2. Tablets or better known as Ipads
Students have access to Ipads daily. I think it would be beneficial to utilize Ipads to help
get students use to seeing these non-sense words and high frequency words, which they
are tested on. Flash cards could be designed through educational apps and students
would have time to work through the words then take the words and add a timer to them
to see how it is taking them to get through all the words and sounds.
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3. Interactive White Board-
Use this to work through non sense words, sounds and high frequency words as a hole
and this could easily be turned into a class game which would get students excited to
participate.
Research-based Evidence:
There are many debates and articles that show the controversy of whether or not
technology is an effective tool to be utilized in the classroom to help aid and assist with
students learning in different areas. In my findings, technology could benefit children in
early years of their education and better prepare them for the future. In a world that is
evolving everyday with faster, better, and smarter technology, our children need every
advantage we can provide to them. “Current worldwide debates on quality standards in
education are interwoven with debates on the use of technology. While technology is
profoundly changing the way we live, communicate and learn, relatively little seems to
be known about its potential to influence literacies.” (Charbonneau-Gowdy).
“The analysis of static and dynamic graphical visualization provides data solutions and
understandings that go beyond traditional forms of communication. The study of
technology-based content and the application of conceptual modeling, data-driven
visualizations, physical modeling, and presentations simultaneously promote
technological, technical, and visual literacy.”(Clark).
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References:
Charbonneau-Gowdy, P. (2014). Telling Tales: Responding to Challenges in Literacy
Competencies Using e-Reader-Based Programs. Proceedings Of The International Conference
On E-Learning, 31-38.
Ernst, J. V., & Clark, A. C. (2009). Technology-Based Content through Virtual and Physical
Modeling: A National Research Study. Journal Of Technology Education, 20(2), 23-36.
http://eric.ed.gov/?id=EJ898827
http://trenholm.tcp.schoolinsites.com/?PageName=%27AboutTheSchool%27
http://www.tuscumbia.k12.al.us/
http://cityoftuscumbia.org/
https://docs.alsde.edu/documents/91/Overview%20of%20Alabama%20Student%20Assessment
%20Program.pdf
http://www.primary-education-oasis.com/dibels-testing.html
https://dibels.org/dibels.html
https://dibels.uoregon.edu/market/assessment/dibels/
http://www.readinghorizons.com/blog/post/2011/05/25/the-dibels-controversy-and-literacy.aspx
http://www.fluencytutorforgoogle.com/
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