Are DIBELS and Running Records effective tools for guiding ...

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Table 6How often do you examine your DIBELSdata to guide instruction in Language Arts?654321Daily1 Timer Per. Wk2-3 Times Per Mth.1 Time Every Other Wk.1 Time Per MonthNot At All0FallSpringDuring the past year, classrooms teachers found the purpose and use of the DIBELS assessmentsin providing differentiated instruction to meet the needs of all learners in the classroom.Through collaborative efforts with the reading intervention specialist, classroom teachers beganfocusing dialogue and collaboration days around student data, as highlighted through DIBELSachievement scores. This information translated into action, and results for students improveddrastically, as teachers in a professional learning community discovered the goal and purpose ofassessment.As a result of our findings on teacher use, support, and information, the Douglas ElementarySchool Community will be using DIBELS as a screening tool due to its effectiveness andconvenience in the fall of 2008.ReferencesBaker, S. K., Simmons, D. C., & Kame’enui, E. J. (1997). Vocabulary acquisition: Researchbases. In Simmons, D.C. & Kame’enui, E.J. (Eds.), What reading research tells us aboutchildren with diverse learning needs: Bases and basics. Mahway, NJ: Erlbaum.Bean, R.M., Cassidy, J., Grumet, J.E., Shelton, D.S., & Wallis, S.R. (2002). What do readingspecialists do? Results from a national survey. The Reading Teacher, 55, 736 – 744.Black, P., & William, D. (1998)). Assessment and classroom learning. Assessment inEducation, Principles, Policies & Practices, 5(1), 7-74.Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2001). Does success in the ReadingRecovery program depend on developing proficiency in phonological-processing skills? Alongitudinal study in a whole language instructional context. Scientific Studies of Reading,5(2), 141-176.
Clay, M.M. (2000). Running records for classroom teachers. Auckland: Heinimann.Fawson, Parker C., Ludlow, Brian C., Reutzel, D. Ray, Sudweeks, Richard, Smith, John A.(2006). Examining the reliability of running records: Attaining generalizable results.Journal of Educational Research, 100, 113-126.Fountas, I.C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children.Portsmouth, NH: Heinemann. Retrieved October 18, 2007, from Rigby PM Resourcesdatabase.Good, R.H., Simmons, D.C., & Kame’enui, E.J. (2001). The importance and decision-makingutility of a continuum of fluency-based indicators of foundational reading skills for thirdgradehigh-stakes outcomes, Scientific Studies of Reading, 5, 257-288.Limbrick, L. (1999, September). The literacy debates: What are the issues in New Zealand?Paper presented at the British Educational Research Association Annual Conference atBrighton, September 2-5 (1999). Retrieved November 23, 2007 fromhttp://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/68/d7.pdPearson, P. D. (2001). Life in the radical middle: A personal apology for a balanced view ofreading. Reading Researchers in Search of Common Ground. Newark, DE: InternationalReading Association.Pinnell, G. S., Lyons, C.A., DeFord, D.E., Bryk, A. S., & Seltzer, M. (1994). Comparinginstructional models for the literacy education of high-risk first graders. Reading ResearchQuarterly, 29 (1), 9-39.Pressley, M., Hilden, K., & Shankland, R. (2005). An evaluation of end-grade-3 dynamicindicators of basic early literacy skills (DIBELS): Speed reading without comprehension,predicting little. East Lansing, MI: Literacy Achievement Research Center, technicalreport. Retrieved Jan 16, 2008, fromhttp://www.msularc.org/symposium2005/pressley_paper.pdfRamaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28 (1): 4-13.Ross, John.A. (2004). Effects of running records assessment on early literacy achievement. TheJournal of Educational Research, 97, 186-194.Sadler, D. R. (1989). Formative assessment and the design of instructional systems.Instructional Science, 18 (2): 119-144.Shanahan, T. (2001). Assessment and differentiation on instructional differentiation. RetrievedNovember 28, 2007 from wvde.state.wv.us/reading/document/T.Shanahan.pptShanahan, T. (2003). Research-based reading instruction: Myths about the National ReadingPanel report. The Reading Teacher, 56, 646-655. Retrieved December 16, 2007, fromwww.lib.ncsu.edu/web_root/collection/available/etd-05172006-163207/unrestricted/etd.pdfTaylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools andaccomplished teachers: Lessons about primary-grade reading instruction in low-incomeschools. Elementary School Journal, 101(2), 121-166.Traub, R. E.., & Rowley, G. L. (1991). Understanding reliability. Educational Measurement:Issues and Practice, 10, 37-45.
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