Kindergarten DIBELS subtests predict first-grade instructional reading, with Letter Naming Fluency the strongest predictor¶

Claim · All claims
Evidence · 1 study (2 entries) · 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? Simultaneous regression showed kindergarten DIBELS explained 51.9% of variance in first-grade DRA instructional reading, with Letter Naming Fluency the strongest predictor. → 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

Longitudinal simultaneous regression in the urban cohort found DIBELS subtests "explained 51.9% of the variance in first-grade instmctional reading"; Letter Naming Fluency had the strongest association with reading at the end of the year.

"Simultaneous multiple regression analyses revealed a significant overall relationship between DIBELS subtests and first-grade instmctional reading (F[3, 284] = 101.22, p < .0001). As indicated by the R^, DIBELS subtests at the end of kin- dergarten explained 51.9% of the variance in first-grade instmctional reading."

Rouse 2006 (2)¶

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 between kindergarten DIBELS and first-grade DRA instructional reading were the strongest of the predictive relationships reported in Table 1, per the article's statement that the subtests "had the strongest bi- variate association."

"Table 1 shows that the DIBELS subtests had the strongest bi- variate association with first-grade instmctional reading levels measured by the DRA."

Discussion¶

Related Claims¶

• Only letter naming among rapid-naming measures showed significant correlation with reading and writing — related
• Set size, crowding and pre-cue use jointly predict literacy, with set size uniquely predicting spelling and pre-cue use uniquely predicting reading — related
• Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners — related
• Nonsense Word Fluency adds no unique predictive information about first-grade reading when considered simultaneously with other DIBELS subtests — a narrower finding that bears on this claim
• 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
• Fewer learner characteristics predicted judgment bias than previous bivariate research suggests, because interdependencies reduce or mask effects when characteristics are considered simultaneously — related