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EJ979781 - Response to "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)" by Kamii and Manning

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ERIC #:	EJ979781
Title:	Response to "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)" by Kamii and Manning
Authors:	Adams, Gary; Cathers, Steve; Swezey, James; Haskins, Tara
Descriptors:	Reading Achievement; Writing Tests; Reading Tests; Emergent Literacy; Fidelity; Oral Reading; Literacy Education; Student Evaluation; Predictor Variables; Writing Assignments; Scores; Reading Difficulties; At Risk Students; Kindergarten; Elementary School Students; Grade 1
Source:	Journal of Research in Childhood Education, v26 n4 p427-434 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	8
Pub Types:	Journal Articles; Opinion Papers; Reports - Evaluative
Abstract:	This article is a response to "Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Tool for Evaluating Student Learning?" by Kamii and Manning (2005). The intent of their study was to evaluate how DIBELS and a writing test predict reading achievement, which was measured by scores on the Slosson Oral Reading Test (SORT) as well as by a writing task. Approximately 200 students from two geographically discrepant schools were included in this study. The authors concluded that their test was a superior predictor of reading achievement. A few of the authors' many criticisms of their study is that there were insufficient descriptions of their sample and their test administration procedures. Also, their study lacked fidelity of implementation checks. Their results actually showed that the DIBELS score distribution was in the normal range, but that was not true of their writing task. (Contains 2 tables and 1 note.)
Abstractor:	As Provided
Reference Count:	16

Note:	N/A
Identifiers:	Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0256-8543
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Elementary Education; Grade 1; Kindergarten
Direct Link:	http://dx.doi.org/10.1080/02568543.2012.711801

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