DIBELS

What are DIBELS?

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.

The DIBELS measures were specifically designed to assess the Big Ideas in Reading. These research-based measures are linked to one another and predictive of later reading proficiency. The measures are also consistent with many of the Common Core State Standards in Reading, especially the Foundational Skills. Combined, the measures form an assessment system of early literacy development that allows educators to readily and reliably determine student progress.

Why use DIBELS?

Teaching with the odds in your favor.

The purpose of the DIBELS Benchmark goals is to provide educators with standards for gauging the progress of all students. The Benchmark goals represent a level of performance for all students to reach in order to be considered on track for becoming a successful reader. The DIBELS goals and cut scores are research-based, criterion-referenced scores. They indicate the probability of achieving subsequent early literacy goals. Benchmark goals for each measure and time period were established using a minimum cut point at which the odds were in favor of a student achieving a future reading goal. So, for a child with a score at or above the benchmark goal at a given point, the probability is high for achieving future goals; the probability of needing additional support in order to achieve future goals is low.

In addition to these goals, DIBELS also include cutoff scores where the odds against achieving subsequent literacy goals are indicated. Students with scores at or below these cutoff points are unlikely to meet subsequent early literacy goals unless additional instructional support is provided.

A unique feature of the DIBELS benchmark decision rules is the inclusion of a zone where a clear prediction is not possible. Students with scores in this category require strategic planning on the part of educators to determine appropriate strategies to support the students to meet subsequent early literacy goals.

Teachers can use students' performance to identify students who will most likely require more intensive instruction at the beginning of the school year to prevent the likelihood of the student being a struggling reader at a later time point.

Because the goals and cut scores are based on longitudinal predictive probabilities, they are not set in stone. A score at or above the benchmark indicates a likelihood of achieving the next goal; but it is not a guarantee. Rather, we recommend that educators carefully consider the progress of all their students on all measures administered as they evaluate their instruction. Most students who meet a benchmark goal will need continued, high-quality instruction to hit the next target. However, the odds are that some students who achieve scores at or above the benchmark goal may still need supplemental support to achieve the next goal. Teachers should use additional information that they have about their students, as well as a pattern of performance across all of the DIBELS measures, to plan support for their students.