DIBELS subtests show significant negative relationships with peer-play difficulties and weaker links to social-behavioral than cognitive measures¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2009: tool and model accuracy changes quickly

Subclaims¶

q3 i? DIBELS subtests correlated negatively with Play Disruption and Play Disconnection, and these significant correlations were less strong than those with cognitive and language dimensions. → Rouse 2006

Evidence¶

Rouse 2006¶

Rouse, H. L., & Fantuzzo, J. W. (2006). Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children. School Psychology Review, 35(3), 341-355. https://doi.org/10.1080/02796015.2006.12087971

q3 · i? · associational · r2

Bivariate correlations with teacher-rated Penn Interactive Peer Play Scale dimensions in the urban kindergarten sample supported discriminant validity, showing "Significant negative bivariate rela- tionships" with Play Disruption and Play Disconnection.

"Significant negative bivariate rela- tionships were found between DIBELS subtests and two dimensions of interactive peer-play dif- ficulties."

Discussion¶

Related Claims¶

• Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners — related
• Kindergarten DIBELS subtests correlate significantly with early mathematics ability and with behavioral approaches to learning — related
• DIBELS subtests share a significant multivariate relationship with TERA early reading dimensions (Early Literacy Competence variate) — related
• DIBELS subtests form a significant multivariate pair with peer-play and learning-behavior dimensions (Engaged Literacy Learning variate) — related