Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners¶
Claim · All claims
Evidence · 1 study · associationalr2·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¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Each DIBELS subtest correlated significantly and positively with each early literacy construct, with the strongest relationship to DRA instructional reading level. → 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 correlational analysis in a stratified random sample of 330 urban kindergarten children compared DIBELS subtests with DRA, TERA, and other measures, finding "significant positive relationships be- tween each DIBELS subtest and each early literacy construct."
"Table 1 shows significant positive relationships be- tween each DIBELS subtest and each early literacy construct. Each DIBELS subtest dem- onstrated the strongest relationship with the DRA instmctional reading level."
Discussion¶
Related Claims¶
- Kindergarten DIBELS subtests predict first-grade instructional reading, with Letter Naming Fluency the strongest predictor — related
- Kindergarten DIBELS subtests correlate significantly with early mathematics ability and with behavioral approaches to learning — related
- DIBELS subtests show significant negative relationships with peer-play difficulties and weaker links to social-behavioral than cognitive measures — related
- DIBELS subtests form a significant multivariate pair with peer-play and learning-behavior dimensions (Engaged Literacy Learning variate) — related
- Kindergarten DIBELS subtests significantly predict first-grade TerraNova vocabulary, language, and reading outcomes — related
- DIBELS subtests share a significant multivariate relationship with TERA early reading dimensions (Early Literacy Competence variate) — related
- Nonsense Word Fluency adds no unique predictive information about first-grade reading when considered simultaneously with other DIBELS subtests — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dibels-kindergarten-concurrent-literacy-validity |
title |
Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners |
description |
Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
recheck_by |
2009 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rouse-2006 |
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