An investigation of the Dynamic indicators of basic early literacy skills (DIBELS) and the Illinois snapshot of early literacy (ISEL)

Abstract

This longitudinal study was conducted to compare and investigate the predictive power of DIBELS and ISEL measures. Data were collected to determine if ISEL and DIBELS measures similarly identify students as being at-risk. The predictive value of DIBELS and ISEL scores were evaluated in relation to third grade Measures of Academic Progress (MAP) scores and Illinois Standards of Achievement Test (ISAT) scores. Participants included 63 students from one grade level at a Chicago suburban school. Test scores from kindergarten through third grade were obtained for these students. Results indicate that the risk identification of students was significantly different between ISEL and DIBELS measures. Results also suggest that, of the mid-kindergarten DIBELS scores, Letter Naming Fluency scores best predict third grade MAP and ISAT scores. Results yielded from the multiple regression analysis of first grade ISEL total scores and first grade DIBELS scores, indicate that first grade ISEL total scores best predict third grade MAP scores. According to these results, no first grade ISEL scores or first grade DIBELS scores are good predictors of third grade ISAT scores.

Date of Award	2006
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Christine McCormick (Supervisor)