"Dynamic Indicators of Basic Early Literacy Skills Assessment Form - First Grade"

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First Grade
All students at our school are screened for reading difficulties three times a year using the Dynamic
Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that helps us identify
students who may need extra help in learning the skills needed to become a strong reader. Your child’s
performance on this assessment follows:
Fall
Winter
Spring
Letter Naming Fluency
_______
Phoneme Segmentation Fluency
_______ (40)
Nonsense Word Fluency
CLS: ______ (27)
CLS: ______ (43)
CLS: ______ (58)
DIBELS Oral Reading Fluency
WC: ______ (23)
WC: ______ (47)
(DORF)
Accuracy: _____ (78%)
Accuracy: _____ (90%)
Retell: ______ (15)
Composite Score
_______ (113)
_______ (130)
_______ (155)
Instructional
Recommendations
The results of this assessment indicate:
Numbers in parentheses indicate expected performance
F
W
S
Your child is on track to becoming a strong reader
Your child may need some extra help with basic reading skills
Teacher Comments:
Letter Naming Fluency (LNF)
On the LNF assessment, your child is shown a page of random letters and asked to name the letters. The number of letters your child names correctly
in one minute is counted. Although the ability to name letters is a strong predictor of later reading achievement, studies have demonstrated that it is
possible for children to learn letter-sound correspondence without naming letters. Therefore, naming letters is not a powerful instructional target and
benchmark goals are not provided.
Phoneme Segmentation Fluency (PSF)
Understanding that spoken words can be broken down into individual sounds and then blended back together to form a word is an important skill in
learning to read and write. On the PSF assessment, your child is given a spoken word and asked to say each sound in the word (“Tell me the sounds
in the word ‘mop’?” “Child: /m/ /o/ /p/”).
Nonsense Word Fluency (NWF)
Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the NWF assessment, your child
is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the word. Your child is given credit for each correct sound
(Correct Letter Sound– CLS) and added credit if he/she reads the word without saying each individual sound (Whole Words Read– WWR). Nonsense
words are used so that the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.
DIBELS Oral Reading Fluency (DORF)
On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and then asked to retell what was
read. The teacher will calculate the words read correctly (Words Correct– WC), your child’s accuracy rate, and the number of words your child uses to
appropriately retell what was read. Retelling the story or text is important because it gives the teacher an indication if your child not only can read the
words, but can understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on this assessment.
Composite Score
The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading proficiency.
Visit www.maketaketeach.com for first grade reading activities!
First Grade
All students at our school are screened for reading difficulties three times a year using the Dynamic
Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that helps us identify
students who may need extra help in learning the skills needed to become a strong reader. Your child’s
performance on this assessment follows:
Fall
Winter
Spring
Letter Naming Fluency
_______
Phoneme Segmentation Fluency
_______ (40)
Nonsense Word Fluency
CLS: ______ (27)
CLS: ______ (43)
CLS: ______ (58)
DIBELS Oral Reading Fluency
WC: ______ (23)
WC: ______ (47)
(DORF)
Accuracy: _____ (78%)
Accuracy: _____ (90%)
Retell: ______ (15)
Composite Score
_______ (113)
_______ (130)
_______ (155)
Instructional
Recommendations
The results of this assessment indicate:
Numbers in parentheses indicate expected performance
F
W
S
Your child is on track to becoming a strong reader
Your child may need some extra help with basic reading skills
Teacher Comments:
Letter Naming Fluency (LNF)
On the LNF assessment, your child is shown a page of random letters and asked to name the letters. The number of letters your child names correctly
in one minute is counted. Although the ability to name letters is a strong predictor of later reading achievement, studies have demonstrated that it is
possible for children to learn letter-sound correspondence without naming letters. Therefore, naming letters is not a powerful instructional target and
benchmark goals are not provided.
Phoneme Segmentation Fluency (PSF)
Understanding that spoken words can be broken down into individual sounds and then blended back together to form a word is an important skill in
learning to read and write. On the PSF assessment, your child is given a spoken word and asked to say each sound in the word (“Tell me the sounds
in the word ‘mop’?” “Child: /m/ /o/ /p/”).
Nonsense Word Fluency (NWF)
Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the NWF assessment, your child
is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the word. Your child is given credit for each correct sound
(Correct Letter Sound– CLS) and added credit if he/she reads the word without saying each individual sound (Whole Words Read– WWR). Nonsense
words are used so that the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.
DIBELS Oral Reading Fluency (DORF)
On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and then asked to retell what was
read. The teacher will calculate the words read correctly (Words Correct– WC), your child’s accuracy rate, and the number of words your child uses to
appropriately retell what was read. Retelling the story or text is important because it gives the teacher an indication if your child not only can read the
words, but can understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on this assessment.
Composite Score
The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading proficiency.
Visit www.maketaketeach.com for first grade reading activities!
Core
An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals
with a continuing effective curriculum and instruction.
Strategic
An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately
50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this
category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting
specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading
specialist.
Intensive
An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-
mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require
small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in
the classroom as well as with a reading specialist.
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