Measuring rates of reading growth associated with gender using Dynamic Indicators of Basic Early Literacy Skills
Date of Award
2013
Degree Name
Ed.S. in School Psychology
Department
Department of Counselor Education & Human Services
Advisor/Chair
Advisor: Sawyer A. Hunley
Abstract
With the increased emphasis on data collection in schools, educators need efficient, reliable systems for progress monitoring. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is one such system for basic reading skills. Previous studies demonstrated differences in growth rates between males and females with respect to oral reading fluency. The present study examined if, despite previous researches noted differences in growth rates, fewer data points would give appropriate growth estimates in males and females. Results indicated that growth estimates in weeks 1 and 5 gave a comparable growth estimate to those taken in weeks 1 and 10. This comparison held true for both male and female students. These important results can help school psychologists guide school staffs on how to efficiently gather oral reading fluency progress monitoring data.
Keywords
Oral reading Ability testing Sex differences, Educational evaluation Sex differences, Reading (Primary) Sex differences, Education; educational psychology; psychology; reading Instruction; school psychology; DIBELS; DIBELS Next; reading; reading growth; progress monitoring; growth rate; rate of growth; third grade; elementary; school
Rights Statement
Copyright © 2013, author
Recommended Citation
DeGrazia, Nicholas J., "Measuring rates of reading growth associated with gender using Dynamic Indicators of Basic Early Literacy Skills" (2013). Graduate Theses and Dissertations. 607.
https://ecommons.udayton.edu/graduate_theses/607
