Predictive Validity of the Dynamic Indicators of Basic Early Literacy Skills for Dyslexia-Related Screening

• In Event: Assessing Early Learners, Literacy, and Writing Skills

Abstract

Curriculum-based measures (CBMs) have emerged as a common screening tool for dyslexia-specific risk and are currently endorsed for such use in many states, despite limited validity evidence to support this new assessment purpose. This study examines the predictive validity of DIBELS 8th edition relative to a standard assessment tool in dyslexia diagnosis – the Comprehensive Test of Phonological Processing – 2nd edition. Kindergarten and first grade students took DIBELS 8 measures at the beginning of the academic year and CTOPP-2 measures at the end of the year. Receiver operating curve results suggest that DIBELS Letter Naming Fluency and Phonemic Segmentation Fluency subtests may be effective screening tools in first grade, though results during the fall of kindergarten are mixed.

Authors

• Christopher Ives, University of Oregon

• Gina Biancarosa, University of Oregon