Tool 8: Reading Fluency Instructions

Tool 8: Reading FluencyInstructions

Goal:To calculate this student's reading speed (and accuracy) and compare it to the DIBELSNext benchmarks to see if this student's reading fluency is on target.

How:Tape record this task.

Have the student read a GRADE LEVEL story OUT LOUD for one minute. The storiesand scoring sheets are on the CD you will receive on Saturday.

Tell the student:I would like you to read a story to me. Please do your best reading. If you do notknow a word, I will read the word for you. Keep reading until I say "stop." Beready to tell me all about the story when you finish.

If a student hesitates on a word for more than 3 seconds, tell the student the word.

Mark where the student was at the end of one minute.

Count up the total words read in one minute. Subtract one for each error (includingskipped words). You will end up with that student's CWPM - Correct Words PerMinute. (For details of what counts as an error, see page 127.)

Also, calculate accuracy by dividing the CWPM number by the total number of wordsread (multiplied by 100). If the percentage is below the benchmark accuracy percentage,mention that in your report.

A student who is doing okay should be meeting both the CWPM benchmark and theaccuracy benchmark

The DIBELS Next benchmarks are on the next page.

Detailed scoring instructions are on the following pages, as are the stories that were readby Rachel and by Riley.

These benchmarks represent the 40th percentile for reading fluency. Students below thesebenchmarks are considered "at risk." The farther below the benchmark their scores, thehigher the "at risk" factor becomes.

By the way, although many schools have a student read 3 passages and then throw out thehighest and lowest score. For our purposes, having the student readjust one (combinedwith all of the other screening tools), is all that is necessary.

One story for each quarter of each grade is on the CD you will receive on Saturday. So isthe complete scoring manual, and even more stories.

Copyright 2011 by Susan M. Barton, All Rights ReservedPage 122

DIBELS Next Benchmarks

A score lower than the benchmark means the child is missing that benchmark.Children who miss any of these benchmarks are the "high risk" students.

DIBELS Next Kindergarten Benchmarks

SkillFirst Sound Fluency (FSF)Phoneme Segmentation Fluency(PSF)

Beginning -1Benchmark Actual

10

Mnnconco \A/nrH Climn/~w /M\A/C_ C\

Middle- 2Benchmark Actual

30

20

-\~i

End- 3Benchmark Actual

40

9R

DIBELS Next First Grade Benchmarks

SkillPhoneme Segmentation Fluency(PSF)Nonsense Word Fluency (NWF- CIS)Nonsense Word Fluency (NWF-WWR)DIBELS Oral Reading Fluency (DORF)


40

271

DIBELS Oral Readine Fluencv (DORF-Retell)


43

8

23 - 78%

End-Benchmark

3Actual

5813

47 - 90%•\^

DIBELS Next Second through Sixth Grade BenchmarksBeginning -1

5kj|| Benchmark Actual

Second Grade DIBELS Oral Reading (DORF) 52 - 90%

Third Grade DIBELS Oral Reading (DORF) 7Q - 95%

Fourth Grade DIBELS Oral Reading (DORF) 9Q - 96%

Fifth Grade DIBELS Oral Reading (DORF) m - 98%

Sixth Grade DIBELS Oral Reading (DORF) 107 - 97%

- Oral Reading OnlyMiddle- 2

Benchmark Actual

72- 96%

86 - 96%103 - 97%120 - 98%109 - 97%

r - DORFEnd- 3

Benchmark Actual

87 - 97%

100 - 97%115 - 98%130 - 99%

120 - 98%

Copyright 2011 by Susan M. Barton, All Rights Reserved

Page 123

Older StudentsIf the student you are testing is beyond sixth grade, have the student bring in their scienceor history textbook. A textbook should be written at (or near) his current grade level.

Turn to a page at the end of the book (that the student probably has not read - or at least,not recently), make a copy of that page, then ask the student to read out loud for oneminute.

The best goals provided for students above sixth grade were provided by Dr. SallyShaywitz in her book, Overcoming Dyslexia. She stated that students above fourth gradeshould be reading at 120 to 180 CWPM. The older the student, the closer the studentshould be to the 180 CWPM.

** Younger StudentsIf you are testing someone in Kindergarten or who is in the first trimester of first grade,the DIBELS has different tests and different goals.

Those tests are on the CD that you will receive on Saturday.

What is the relevance of reading fluency?Good readers read accurately and rapidly. Reading is easy enough for them that theyhave energy left over to focus on the CONTENT of what they read - in other words, tocomprehend what they read.

Children with dyslexia do not. In fact, the research-based definition of dyslexia defines itas difficulty with accurate and/or fluent word recognition.

Some students with dyslexia who have a strong visual memory and know how to usecontext clues well may be able to meet their fluency benchmarks in the early years, butthey will usually start missing that benchmark by third grade.

Other students with dyslexia, who do not have a strong visual memory, and who cannotuse context clues, and who cannot sound out words (due to a lack of phonemicawareness) will miss the fluency benchmarks at the end of kindergarten.

Copyright 2011 by Susan M. Barton, All Rights Reserved

Page 124

DIBELS Next Benchmarks

A score lower than the benchmark means the child is missing that benchmark.

Children who miss any of these benchmarks are the "high risk" students.

DIBELS Next Kindergarten Benchmarks

SkillFirst Sound Fluency (FSF)Phoneme Segmentation Fluency (PSF)


10

Nnncencp Wnrrl Flnonrw fNWC- fl O


30

2017


409R

DIBELS Next First Grade Benchmarks

SkillPhoneme Segmentation Fluency (PSF)Nonsense Word Fluency (NWF- CIS)Nonsense Word Fluency (NWF-WWR)DIBELS Oral Reading Fluency (DORF)


40

27

1

niRFI <; Oral Rparlincr FliiPnrv mnRF-Rptplh


43

8

23 - 78%


58

13

47 - 90%it;

DIBELS Next Second through Sixth Grade Benchmarks - Oral Reading Only - DORF

Skill

Second Grade DIBELS Oral Reading (DORF)

Third Grade DIBELS Oral Reading (DORF)

Fourth Grade DIBELS Oral Reading (DORF)

Fifth Grade DIBELS Oral Reading (DORF)

Sixth Grade DIBELS Oral Reading (DORF)


52 - 90%

70 - 95%

90 - 96%

111 - 98%

107 - 97%


72 - 96%

86 - 96%

103 - 97%

120 - 98%

109 - 97%


87 - 97%

100 - 97%

115 - 98%

130 - 99%

120 - 98%

Page 125

DIBELS9Next: Summary of Benchmark Goals and Cut Points for Risk

1 1DIBELS Comoosite Score ^ 1

2613

122

85

119 1 11389 I 97

IFirst Sound Fluency (FSF) ^H

I 10

I 5

3020 r

Letter Naming Fluency (LNF) m

No benchmark set for LNF 1

| |

130100

155111

^^^B Phoneme Seamentation Fluencv (PSF) 12010

40 1 4025 1 25

1^^^H Nonsense Word Fluencv (NWF)

CorrectLetter

Sounds

OlCD

CO

Ki

178

•o5

idergart

2815

WholeWordsRead

T3CLU

en

2718

1

o

4333

83

5847

136

141109

5435

136

190145

238180

^^H DIBELS Oral Reading Fluencv IDORF) •

WordsCorrect

Accuracy

en<uCD

F

2316

78%68%

Retell

•oI

rst Grac

4732

90%82%

150

T3CLU

e

5237

90%81%

168

RetellQuality ofResponse

01CDm

Sec

7255

96%91%

2113

21

T3

2

;ond Gn

8765

97%93%

2718

21

T3CUJ

ide

220180

285235

330280

290245

330290

391330

357258

372310

415340

344280

358285

380324

DIBELS Composite Score: A combination of multiple DIBELS scores, which provides the best overall estimate of

Benchmark Goals and Composite Score document available from http://dibels.org/.

BENCHMARK GOAL (bold number at top of each box): Students scoring at or above the benchmark goal havethe odds in their favor (approximately 80%-90%) of achieving later importing reading outcomes. These scores areidentified as W or Above Benchmark" and the students are likely to need Core Support.

CUT POINT FOR RISK (smaller number In each box): Students scoring below the cut point for risk are unlikely(approximately 10%-20%) to achieve subsequent goals without receiving additional, targeted instructional support.These scores are identified as "Well Below Benchmark" and the students are likely to need Intensive Support.

Scores below the benchmark goal and at or above the cut point for risk are identified as "Below Benchmark." In thisrange, a student's future performance is harder to predict, and these students are likely to need Strategic Support.

7055

95%89%

2010

21

^^^B85

enID03

Tr

8668

96%92%

2618

21

117

-aS

lird Grac

10080

97%94%

3020

32

1914

•oCLU

Je

9070

96%93%

2714

21

1510

0><um

Fo

10379

97%94%

3020

21

1712

•o5

urth Gra

11595

98%95%

3324

32

2420

1LU

de

111

96

98%95%

3322

21

1812

CDCDm

F

120101

98%96%

3625

32

2013

XI

5

fth Grac

130105

99%97%

3625

32

2418

T3CUJ

e

10790

97%94%

2716

21

1814

S1CD

Si

10992

97%94%

2918

21

1914

TJ5

xth Grac

12095

98%96%

3224

32

2115

•ocUJ

Je

03

NJ

This page is adapted from a chart developed by Cache County School District.

ro

DIBELS Next Assessment Manual Interpreting DIBELS Next Data 25

Table 3.1 provides interpretations of student performance with respect to the benchmark goals and cut points

for risk.

Table 3.1 Student Performance Interpretations

Score Level

At or AboveBenchmarkscores at or abovethe benchmarkgoal

BelowBenchmarkscores below thebenchmark goaland at or above thecut point for risk

Well BelowBenchmarkscores below thecut point for risk

Likely needfor support toachieve sub-sequent earlyliteracy goals

Likely to NeedCore Support

Likely to NeedStrategic Support

Likely to NeedIntensive Support

Interpretation

The odds are in the student's favor (approximately 80%-90%) of achieving subsequent early literacy goals. Thestudent is making adequate progress in reading and is likelyto achieve subsequent reading benchmarks with appropriateand effective instruction. The student needs continuingeffective curriculum and instruction.

The odds of achieving subsequent early literacy goals areroughly 40%-60% for a student with skills in this range.The student typically needs strategic, targeted instructionalsupport to ensure that he/she makes adequate progressand achieves subsequent reading benchmarks.

The odds of achieving subsequent early literacy goals areapproximately 10%-20% for a student whose performanceis below the cut point for risk. The student is unlikely toachieve subsequent reading benchmarks unless providedwith substantial, intensive instructional support.

Individually Referenced Interpretations: Analyzing StudentGrowth and Progress Over TimeIn addition to information on where a student is performing relative to the benchmark goals and cut points for risk,

DIBELS also allows interpretations based on where the student's skills are relative to their past performance. For

example, even though a student's Oral Reading Fluency score of 45 words correct per minute might be below the

cut point for risk, the score of 45 might represent substantial progress compared to previous scores. For individu-

ally referenced interpretations, DIBELS results are used to examine individual student performance over time.

Evaluating student growth is essential in determining whether the student is making adequate progress toward

later goals. Examining student growth (i.e., progress monitoring) is also essential in Response-to-intervention

(Rtl) models of service delivery and educational decision-making. Progress monitoring helps the teacher de-

cide whether the instructional support the student is receiving is adequately addressing the student's needs, or

whether changes should be made to that support.

Local Norm-Referenced Interpretations: Comparing StudentsDistrictwideLocal norms allow a school or district to compare an individual student's performance to other students in the

district. Local norms have the important advantage of being representative of the student's district. Another

important advantage is that local norms can be updated yearly. If a district's population changes over time,

Page 127

DIBELS Next Assessment Manual DIBELS Oral Reading Fluency (DORF) 84

Scoring Rule 1: Leave blank any words the student reads correctly. Inserted words are not counted. To

be counted as correct, words must be read as whole words and pronounced correctly for the context

of the sentence.

Examples:

Studentresponse

How toscore

Studentresponse

How toscore

Note: To be

Studentresponse

How toscore

Note: Inserte

credit for ins

bottom of th

It was hot at the beach.

o It was hot at the beach]Mr. Smith doesn't mind the heat. He

14 had a part-time job there as a lifeguard for twenty-four years.

Total words:

Errors (include skipped words): -

Words correct: =

has 14

27

60

6

It was hot at the /b/ leal /ch/ beach.

0 It was hot at the beacKJMr. Smith doesn't mind the heat. He


Total words:


Words correct: =

counted as correct, the whole word must be read.

It was hot and sunny at the beach.

o It was hot at the beach]Mr. Smith doesn't mind the heat. He


Total words:


Words correct: =

id words are ignored and not counted as errors. The student does not get

erted words. If the student frequently inserts extra words, note the pattern

3 scoring page.

has 14

27

60

6

has 14

27

60

6

additional

at the

Page 128


Studentresponse

How toscore

Note: Words

ignored in s<

Studentresponse

How toscore

Note: A wore

3 seconds. 1

Studentresponse

How toscore

Note: If the £

phonetic pro

but is not lirr

errors that re

(McGuinnes

It was hot at the at the beach.

o It was hot at the beacKJMr. Smith doesn't mind the heat. He has 14

14 had a part-time job there as a lifeguard for twenty-four years. 27

Total words: 6

Errors (include skipped words): - 0

Words correct: = 6

that are repeated and phrases that are re-read are not scored as incorrect and are

coring.

It was hot at the bank... I mean beach.

o It was hot at the tjpd£h]Mr. Smith doesn't mind the heat. He has 14


Total words: 6


Words correct: = 6

i is scored as correct if it is initially mispronounced but the student self-corrects within

i/lark SC above the word and score as correct.

It was hot at the beach in Dubay.

o It was hot at the beach in Duba^Mr. Smith doesn't mind the heat. 14

14 He has had a part-time job there as a lifeguard for twenty-four years. 29

Total words: 8


Words correct: = 8

tudent reads a proper noun with correct pronunciation or with any reasonable

nunciation, it is counted as correct. Reasonable phonetic pronunciation includes,

ited to, left to right sequential decoding, an accurate number of phonemes, and

spresent knowledge of probable phonetic decoding based upon English orthography

s, 1997). This rule applies to all proper nouns.

Page 129


Student It was hot at the beach. Mister Smith doesn't mind the heat. He has had aresponse part-time job there as a lifeguard for twenty-four years.

How toscore

o It was hot at the beach. Mr. Smith doesn't mind the heat. He has 14

14 had a part-time job there as a lifeguard for twenty-four years] 27

Total words: 27


Words correct: = 27

Note: 1) Abbreviations should be read in the way they would be pronounced in conversation.

2) Numerals must be read correctly within the context of the sentence. 3) Hyphenated words count

as two words (and two errors) if both parts can stand alone as individual words. Hyphenated words

count as one word if either part cannot stand alone as an individual word (e.g., x-ray, t-shirt).

Scoring Rule 2: Mark a slash (/) through any errors. Errors include words read incorrectly, substitu-

tions, skipped words, hesitations of more than 3 seconds, words read out of order, and words that are

sounded out but not read as a whole word.

Examples:

Studentresponse

How toscore

It is hot at the beach.

0 It wd£ hot at the beacK]Mr. Smith doesn't mind the heat. He


Total words:


Words correct: =

has 14

27

61

5

r/c'nnn "J It was hot at the Ibl lei /a/ /ch/.fCofJOffoc

How toscore

0 It was hot at the bodcKJMr. Smith doesn't mind the heat. He


Total words:

Note: Students must read the whole word,


Words correct: =

not just the sounds, to be counted as correct.

has 14

27

61

5

Page 130


Studentresponse

How toscore

Note: If a sti

each time.

Studentresponse

How toscore

Note: Omitte

Studentresponse

How toscore

Note: If a sti

as errors.

It was hot at the barn. Mr. Smith doesn't mind the heat. He has had a part-timejob at the barn as a lifeguard for twenty-four years.


14 had a part-time job at the bedch as a lifeguard for twenty-four years] 29

Total words: 29


Words correct: = 27

jdent reads the same word incorrectly multiple times in the passage, it counts as an error

It was at the beach.

o It was heifat the beacKJMr. Smith doesn't mind the heat. He has 14


Total words: 6


Words correct: = 5

;d words are scored as incorrect.

It was hot at the beach. Mr. Smith doesn't mind the heat. He has usuallyworks on weekends when the beach is crowded.


28 usually works on weekends when the beach is crowded] 37

Total words: 37


Words correct: = 23

jdent skips a row of text, draw a line through the entire row and count the omitted words

Page 131


Studentresponse

How toscore

Note: If a sti

Studentresponse

How toscore

Note: If a sti

the word as

Studentresponse

How toscore

Note: If a we

It was high at the beach.

o It was h#f at the beach]Mr. Smith doesn't mind the heat. He has


Total words:


Words correct: =

14

27

615

Jdent substitutes a word for the word that is written on the page, it is an error.

It was hot at the b...b...b...be...(3 seconds). ..(assessor says "beach").

0 It was hot at the bodcruJMr. Smith doesn't mind the heat. He has


Total words:


Words correct: =

14

27

61

5

Jdent hesitates or struggles with a word for 3 seconds, tell the student the word and mark

incorrect. If necessary, indicate for the student to continue with the next word by pointing.

Mr. Smith duv into the ocean to cool off.

o Mr. Smith d;/tfe into the ocean to cool offjlt was hot at the

14 beach but Mr. Smith didn't mind. He has had a part-time job there

28 as a lifeguard for twenty-four years.

Total words:


Words correct: =

14

28

35

91

8

rd is pronounced incorrectly given the context of the sentence, it is scored as an error.

Page 132


Student It was hot at the beach. Mister Smith does not mind the heat. He has had aresponse part-time job there as a lifeguard for twenty-four years.

How toscore

Note: Stude

o It was hot at the beach. Mr. Smith do/e^n't mind the heat. He has

14 had a part-time job there as a lifeguard for twenty-four years]

Total words:


Words correct: =

14

27

271

26

nts should read contractions as they are printed on the page.

Student It was hot at the beach. Mister Smith doesn't heat the mind. He has had aresponse part-time job there as a lifeguard for twenty-four years.

How toscore

Note: Words

0 It was hot at the beach. Mr. Smith doesn't mjj the hpdt. He has

U had a part-time job there as a lifeguard for twenty-four years]]

Total words:


Words correct: =

14

27

272

25

must be read in the order they appear on the page to be considered a correctly

word.

read

Scoring Rules for Retell

The student receives 1 point for every word in his/her retell that is related to the passage.

1. Count as correct any words in the response that are related to the passage. The judgment is based

on whether the student is retelling the passage or has gotten off track on another passage or topic.

Move your pen through a number in the scoring booklet for each word the student provides that is

related to the passage.

2. Count as incorrect any words in the response that are not related to the passage that the student

read. Do not move your pen through a number in the scoring booklet for words that are not related to

the passage that the student read.

Discontinue RuleAfter the first Wait Rule reminder (see below), if the student does not say anything or gets off track for 5 seconds,

say Thank you and discontinue the task. Page 133

DIBELS Next Assessment Manual 111

D/SELS Oral Reading Fluency/Retell Practice Scoring SheetPassage

Four baskets were filled with fish. Now it was time to take them to the market. Kenhelped his father load the baskets onto the family's boat. Ken's family lived on a largeisland off the coast of Africa. They used the boat to sail to market.

Student Response

Four buckets were fixed with big fish. Now it is time to take to the m...m...mar...(3 sec-onds, assessor says market). Ken helped her father /I/ /oa/ /d/ the buckets the onto thef...f...fa...(3 seconds, assessor says family's) boat. Ken's family lived on a large Icelandoff the (assessor says Stop).

Score

Going to Market

0 Four baskets were filled with fish. Now it was time to take them to 14

14 the market. Ken helped his father load the baskets onto the family's boat. 27

27 Ken's family lived on a large island off the coast of Africa. They used the 42

42 boat to sail to market. 47

Total words:


Words correct: =

Retell: Student Response

They had a boat. And they went fishing.

Retell: Score

0 1 2 3 4 5 6 7 8 9 1 0

26 27 28 29 30 31 32 33

11 12 13 14 15 16 17 18

34 35 36 37 38 39 40 41

Quality of Response:

(Note: If the student provides only a main idea, it is considered one detail.)

1 1 Provides 2 or fewer details 1 3 Provides 3 or more details in

0 _. . . „ , . .. 1 A Provides 3 or more details in£. Provides 3 or more details 14 . . . .

1 captures a mam idea

19 20 21 22 23 24 25

42 43 44 45 46 47 48

Retell Total:

a meaningful sequence

a meaningful sequence that

Page 134

DIBELS Next Assessment Manual 112

DIBELS Oral Reading Fluency/Retell Practice Scoring Sheet: Answer KeyPassage

Four baskets were filled with fish. Now it was time to take them to the market. Kenhelped his father load the baskets onto the family's boat. Ken's family lived on a largeisland off the coast of Africa. They used the boat to sail to market.

Student Response

Four buckets were fixed with big fish. Now it is time to take to the m...m...mar...(3 sec-onds, assessor says market). Ken helped her father /I/ /oa/ /d/ the buckets the onto thef...f...fa...(3 seconds, assessor says family's) boat. Ken's family lived on a large Icelandoff the (assessor says Stop).

Score

Going to Market

0 Four boskets werei£ll£awith fish. Now it ><df time to take Jjjerftto u

14 the rnprKef. Ken helped>fS<fatherJ£x the baskets onto the fare's boat. 27

27 Ken's family lived on a large ijlana off thd coast of Africa. They used the 42

42 boat to sail to market. 47

Total words: 36


Words correct: = 26

Retell: Student Response

They had a boat. And they went fishing.

Retell: Score

0 1 S 0 4 5 G 7(8)9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

Retell Total: 8

Quality of Response:(Note: If the student provides only a main idea, it is considered one detail.)

jJProvides 2 or fewer details I 3 Provides 3 or more details in a meaningful sequence

« , . , . . „ . , ., \ Provides 3 or more details in a meaningful sequence that2 Provides 3 or more details 1 4 . . . .

I captures a mam idea

Page 135

Documents

Tool 8: Reading Fluency Instructions