Literacy Data

DIBELS Next

Students in grades K-5 are assessed using DIBELS Next, Dynamic Indicators of Basic Early Literacy Skills Next. DIBELS Next assesses five skills that are necessary for learning to read. Children who learn these skills become good readers. The skills are:

  • Phonemic Awareness: Hearing and using sounds in spoken words
  • Alphabetic Principle: Knowing the sounds of the letters and sounding out written words
  • Accurate and Fluent Reading: Reading stories and other materials easily and quickly with few mistakes
  • Vocabulary: Understanding and using a variety of words
  • Comprehension: Understanding what is spoken or read

DIBELS consists of seven short individual tests, called subtests. Each DIBELS subtest focuses on a different skill and takes 1 minute to complete. Your child may be given two to five of the DIBELS subtests depending on his or her grade level.  Each subtest provides specific benchmarks students must achieve. A score falling at the low risk level indicates the child is on track for success in reading at their grade level. Students scoring at some risk have scores that fall in the mid-range and are in need of some supports to meet grade level goals. At risk scores indicates that additional interventions are needed in order for the student to meet the end of year reading goals.

Note: Benchmarks for the 2014-2016 were increased in all grades to reflect new benchmarks that were meant to reflect new ELA Curriculum Frameworks.

Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that your child can understand what they are reading. On the DORF, the DIBELS Oral Reading Fluency assessment, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table compares the number of students scoring low risk, some risk and at risk on based upon the benchmarks for the oral reading fluency at the end of the past four school years:

Low Risk Some Risk At Risk

Grade 1

2012-2013 67% 9% 24%
2013-2014 81% 8% 11%
2014-2015 82% 9% 10%
2015-2016 85% 7% 8%
2016-2017  81% 10% 9%

Grade 2

2012-2013 80% 7% 12%
2013-2014 83% 8% 10%
2014-2015 84% 8% 9%
2015-2016 87% 4% 8%
2016-2017  84% 7% 9%

Grade 3

2012-2013 85% 10% 5%
2013-2014 82% 9% 9%
2014-2015 77% 9% 13%
2015-2016 81% 6% 13%
2016-2017  81% 8% 11%

Grade 4

2012-2013 82% 9% 8%
2013-2014 82% 11% 7%
2014-2015 78% 8% 14%
2015-2016 79% 9% 13%
2016-2017  81% 6% 13%

Grade 5

2012-2013 79% 11% 10%
2013-2014 82% 8% 10%
2014-2015 80% 10% 10%
2015-2016 79% 11% 10%
2016-2017  77%  9%  14%

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension in grades 3-5 using the subtests of DAZE, the DIBELS maze comprehension task.  Students are given 3 minutes to read a passage that has blanks with three choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for DAZE in the spring of the past four school years:

Low Risk Some Risk At Risk

Grade 3

2012-2013 78% 7% 14%
2013-2014 83% 9% 8%
2014-2015 72% 20% 13%
2015-2016 75% 16% 9%
2016-2017 76% 15% 9%

Grade 4

2012-2013 83% 12% 4%
2013-2014 83% 10% 7%
2014-2015 78% 8% 14%
2015-2016 76% 12% 11%
2016-2017  79% 8% 13%

Grade 5

2012-2013 80% 13% 6%
2013-2014 84% 9% 7%
2014-2015 80% 10% 10%
2015-2016 79% 11% 9%
2016-2017  76% 7% 16%

Phonics

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. The Nonsense Word Fluency subtest, given to students in grades K-2, presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute.

The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for Nonsense Words Fluency in the spring of the past four school years:

Low Risk Some Risk At Risk

Kindergarten

2012-2013 83% 7% 8%
2013-2014 89% 6% 5%
2014-2015 89% 5% 6%
2015-2016 85% 8% 7%
2016-2017  61% 15% 24%

First Grade

2012-2013 67% 8% 24%
2013-2014 84% 10% 5%
2014-2015 83% 11% 6%
2015-2016 89% 6% 4%
2016-2017  81%  10% 9%

See more literacy data by grade level: