DIBELS Next Research

A History of Research Validates DIBELS Next

No other assessment system offers the depth of research that DIBELS does. Over the years, DIBELS has been rigorously studied—the results are clear: DIBELS is a valid measure to predict reading success! The following resources are just a few that are currently available.

  1. DIBELS Next Technical Adequacy Supplement (PDF, 187 KB): This supplemental document contains reliability and validity data excerpted from the DIBELS Next Technical Manual , which will be available in January, 2011
  2. DIBELS Research References (PDF, 408 KB): This reference list, produced by Dynamic Measurement Group for DIBELS 6 th Edition, provides a comprehensive collection of research publications related to DIBELS . It includes:
    1. Peer-Reviewed Publications
    2. Book Chapters
    3. Technical Reports
    4. Reviews
    5. Selected Foundational Works
    6. Selected Conference Presentations
    7. Unpublished Manuscripts and Doctoral Dissertations

  3. The relation between DIBELS , reading comprehension, and vocabulary in urban first-grade students. By: Riedel, Brant W. . Reading Research Quarterly , Oct2007, Vol. 42 Issue 4, p546-562, 17p; Abstract (English): The relation between Dynamic Indicators of Basic Early Literacy Skills ( DIBELS ) and reading comprehension at the end of first grade and second grade was examined in a sample of 1,518 first-grade students from a large urban school district. Receiver Operating Characteristic (ROC) analyses were used to determine optimal DIBELS cut scores for predicting satisfactory reading comprehension. A measure of reading rate and accuracy, a subtest that the DIBELS assessment refers to as Oral Reading Fluency (ORF) proved to be a good predictor of reading comprehension at the end of first grade and second grade.

  4. Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade . By: Burke, Mack D.; Hagan-Burke, Shanna; Kwok, Oiman; Parker, Richard . Journal of Special Education , Feb2009, Vol. 42 Issue 4, p209-226, 18p; Abstract: Research has emphasized the importance of phonological awareness, phonemic decoding, and automaticity in reading development. Special and general education teachers need valid, efficient, and effective early literacy indicators for schoolwide screening and monitoring that adequately predict reading outcomes. The purpose of this study was to examine the interrelationships and predictiveness of kindergarten early literacy indicators from the Dynamic Indicators of Basic Early Literacy Skills ( DIBELS )within the context of a path analysis. The results support the validity of kindergarten DIBELS in predicting ever more complex reading skills in a developmental progression from the middle of kindergarten to second grade.

  5. Making Sense of Nonsense Word Fluency: Determining Adequate Progress in Early First-Grade Reading. By: GOOD, III, ROLAND H.; BAKER, SCOTT K.; PEYTON, JULIA A. . Reading & Writing Quarterly , Jan-Mar2009, Vol. 25 Issue 1, p33-56, 24p, 5 charts, 1 graph; Abstract: This article examines the contribution of initial skill and slope of progress on alphabetic principle to end of first-grade reading outcomes. Initial skill and slope were measured using DIBELS Nonsense Word Fluency. Reading outcomes were measured at the end of first grade with DIBELS Oral Reading Fluency. Students in Oregon Reading First schools (n = 2,172) and students participating in the DIBELS Data System (n = 358,032), with complete data during the 2004-2005 academic year, were participants. Slope of progress through the first semester of first grade on NWF was a strong predictor of first-grade reading outcomes, especially for students at risk of reading difficulty.

  6. A Longitudinal Study Predicting Reading Success for English-Language Learners from Kindergarten to Grade 1. By: Oh, Deborah; Haager, Diane; Windmeuller, Michelle . Multiple Voices for Ethnically Diverse Exceptional Learners , 2007, Vol. 10 Issue 1/2, p107-124, 18p; Abstract: This article reports findings from a longitudinal investigation of predictors of reading achievement for English-language learners receiving reading instruction in an English-language curriculum. Using the Dynamic Indicators of Basic Early Literacy Skills ( DIBELS )assessments, the study examined the predictive relationships of various measures of reading and vocabulary from the beginning of kindergarten to the end of first grade. Regression and path analysis models demonstrated that rapid letter naming was a salient predictor, whereas phonemic awareness, typically a strong predictor of reading achievement, played a diminished role. By first grade, the ability to decode simple words was a strong predictor, and by mid-first grade, reading fluency was a strong predictor.

  7. A Concurrent Validity Study Predicting Reading Achievement. BY: Sandvik, K.A. (2006). Doctoral Dissertation. Retrieved from ProQuest Dissertations and Theses Database (AAT 3253107). Abstract: This dissertation examines the relationship between three reading assessments, Dynamic Indicators of Basic Early Literacy Skills ( DIBELS , 6th Edition), Comprehensive Test of Phonological Processing ( CTOPP ), and Lindamood Auditory Conceptualization Test ( LAC-3 ), with reading achievement as measured by the Stanford Diagnostic Reading Test ( SDRT-4 ) to determine which reading assessment is a better predictor of reading achievement. Results: The only predictor that was found across all grades and all variables was the DIBELS Oral Reading Fluency measure. In other words, DIBELS oral reading fluency measure was a statistically significant predictor for each SDRT-4 subtest and total score at both the grades 1-3 and grade 4-6 groups for a total of eight analyses.

  8. The articles below correlate the DIBELS measures to specific state assessments and validate the predictive capabilities of DIBELS :
    • Wilson, J. (2005). The relationship of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency to performance on Arizona Instrument to Measure Standards (AIMS) . Tempe, AZ: Tempe School District No. 3.
    • Vander Meer, C.D., Lentz, F.E., & Stollar, S. (2005). The relationship between Oral Reading Fluency and Ohio Proficiency Testing in Reading (Technical Report). Eugene, OR: University of Oregon.
    • Buck, J. & Torgesen, J. (2003). The Relationship Between Performance on a Measure of Oral Reading Fluency and Performance on the Florida Comprehensive Assessment Test . (FCRR Technical Report #1) Tallahassee, FL: Florida Center for Reading Research.