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The Relationship Between the DIBELS ...

Viel, Amanda McKenna.

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The Relationship Between the DIBELS Oral Reading Fluency Assessment Probes and the New York State Common Core Aligned ELA Assessment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between the DIBELS Oral Reading Fluency Assessment Probes and the New York State Common Core Aligned ELA Assessment./
Author:	Viel, Amanda McKenna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	61 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13900178
ISBN:	9781088304617

The Relationship Between the DIBELS Oral Reading Fluency Assessment Probes and the New York State Common Core Aligned ELA Assessment.
Viel, Amanda McKenna.

The Relationship Between the DIBELS Oral Reading Fluency Assessment Probes and the New York State Common Core Aligned ELA Assessment. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 61 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2019.

This item must not be sold to any third party vendors.

This quantitative research project analyzes the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) subtest and the New York State English Language Arts (NYS ELA) test. The study was completed in Upstate New York using the results of the NYS third-grade tests from the 2017-2018 school year. The results from 217 students who attend four different elementary schools in one rural/ suburban school district were analyzed in this study. In this study, I examined to what extent the second-grade and third-grade ORF scores accurately predicted the third-grade NYS ELA scores using a stepwise regression analysis. In addition, this study analyzed if the DIBELS ORF measure was a strong indicator of student performance on the NYS ELA Assessment for students who were considered economically disadvantaged. The variables of the ORF scores, socioeconomic status, gender and school all together predicted the NYS ELA scores, with the fall ORF scores making the biggest contribution to the model. In addition, the results indicated that the ORF subtest is a statistically significant measure for indicating student performance on the NYS ELA Assessment for students who are economically disadvantaged as well. These findings are significant because they reveal that the DIBELS ORF subtest continues to be a valid measure for identifying students who are at risk of not scoring proficiently on the NYS ELA Assessment, even with the changes that were made to the NYS ELA Assessment during the 2017-2018 school year. In practice, these findings can be used to justify leveraging the DIBELS ORF subtest as a universal screener for primary students. Ultimately, the results of these tests would inform decisions within a tiered academic support system so that students could receive interventions that have the potential to change the students' academic trajectories prior to taking the third-grade NYS ELA Assessment.

ISBN: 9781088304617Subjects--Topical Terms:

2122756
Reading instruction.

The Relationship Between the DIBELS Oral Reading Fluency Assessment Probes and the New York State Common Core Aligned ELA Assessment.
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502 $a Thesis (Ed.D.)--State University of New York at Binghamton, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This quantitative research project analyzes the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) subtest and the New York State English Language Arts (NYS ELA) test. The study was completed in Upstate New York using the results of the NYS third-grade tests from the 2017-2018 school year. The results from 217 students who attend four different elementary schools in one rural/ suburban school district were analyzed in this study. In this study, I examined to what extent the second-grade and third-grade ORF scores accurately predicted the third-grade NYS ELA scores using a stepwise regression analysis. In addition, this study analyzed if the DIBELS ORF measure was a strong indicator of student performance on the NYS ELA Assessment for students who were considered economically disadvantaged. The variables of the ORF scores, socioeconomic status, gender and school all together predicted the NYS ELA scores, with the fall ORF scores making the biggest contribution to the model. In addition, the results indicated that the ORF subtest is a statistically significant measure for indicating student performance on the NYS ELA Assessment for students who are economically disadvantaged as well. These findings are significant because they reveal that the DIBELS ORF subtest continues to be a valid measure for identifying students who are at risk of not scoring proficiently on the NYS ELA Assessment, even with the changes that were made to the NYS ELA Assessment during the 2017-2018 school year. In practice, these findings can be used to justify leveraging the DIBELS ORF subtest as a universal screener for primary students. Ultimately, the results of these tests would inform decisions within a tiered academic support system so that students could receive interventions that have the potential to change the students' academic trajectories prior to taking the third-grade NYS ELA Assessment.
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