|
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a series of short tests that assess early childhood (K-6) literacy. It is a set of procedures and measures for assessing the acquisition of a set of K-6 literacy skills, such as phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension. The theory behind DIBELS is that giving primary school students a number of quick tests, educators will have the data to identify students who need additional assistance and to monitor the effectiveness of intervention strategies. This formative early literacy assessment was created by Dr. Roland Good and Dr. Ruth Kaminski of the (Dynamic Measurement Group ). Research about this type of testing was first done at the (University of Oregon ). DIBELS is used by some kindergarten through sixth grade teachers in the United States to screen for whether students are at risk of reading difficulty, to monitor student progress, and guide instruction. The DIBELS comprise a developmental sequence of one-minute measures: recognizing initial sounds (phonemic awareness), naming the letters of the alphabet (alphabetic principle), segmenting words into phonemes (phonemic awareness), reading nonsense words (alphabetic principle), oral reading of a passage (accuracy and fluency), retelling (comprehension), and word use (vocabulary). ==Criticisms== DIBELS has become a fairly widely used assessment for early reading intervention by many schools in the United States but since its development and release there have been many critics challenging the effectiveness and validity of the DIBELS assessments. One criticism has been that although the Official DIBELS homepage claims that there is an abundance of research validating the DIBELS assessments much of that was unpublished. “Of the 89 references listed, only 18 are published in professional reviewed journals in the fields of psychology, special education, or music therapy, and eight are chapters in edited books” (Nancy Rankie Shelton, 2009). Reidel (2007) has a similar criticism in saying that the DIBELS developers claim that the research base was the reason for the widespread use of the assessments, but critics say the political pressure to use DIBELS as a part of the Reading First Initiative was the reason for the widespread adoption. In 2005 an article by Kathleen Manzo states; DIBELS got the competitive edge because its developers and their colleagues at the University of Oregon were consultants to the U.S. Department of Education for Reading First, with one of the main developers, Mr. Good, being one of the persons who evaluated 29 early literacy tests including his own product. Brant Riedel (2007) wrote, “… the ORF (Reading Fluency ) task emphasizes speed rather than comprehension and may actually penalize students who are carefully searching for meaning within the text.” This is a concern that has been brought up by other researchers and teachers as well. Bellinger (2011) said that a 1 minute reading test may not be enough to measure comprehension, because they are only allowed to read for such a short amount of time, and the amount of information that is meaningful is limited. She goes on to say that because the ORF emphasizes that students read quickly and correctly, they may be more focused on reading for speed than meaning. Michael Pressley and educator at the University of Michigan states, “… if you want a test of whether kids can read fast with low comprehension, then DIBELS is great, and these (skills ) become your end goal, DIBELS is leading teachers to infer the wrong end goal, which is to read words fast (Manzo, 2005). 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「DIBELS」の詳細全文を読む スポンサード リンク
|