Date of Award
2003
Degree Name
Psychology
College
College of Liberal Arts
Type of Degree
M.A.
Document Type
Thesis
First Advisor
Elizabeth Kelley Boyles
Second Advisor
Debra Lilly
Third Advisor
Fred Jay Krieg
Abstract
The purpose of the current study was to investigate the relationship between the Dynamic Indicators of Basic Early Literacy Skills or DIBELS reading measures and the Stanford Achievement Test, Ninth Edition or SAT9 reading scores. The following research question was examined: What is the concurrent validity of the DIBELS reading measures in relation to students’ SAT9 reading scores? In this study, archival data from five firstgrade classrooms at a rural southeastern Ohio elementary school were collected. The results of the study indicated that there was a positive and significant correlation between DIBELS measures and SAT9 scores with the exception of the DIBELS Phoneme Segmentation Fluency or PSF reading measure and the SAT9 Word Reading subtest. The DIBELS Oral Reading Fluency or ORF measure is the subtest with the highest concurrent validity in relation to SAT9 reading scores. Conclusions and recommendations for further research were discussed.
Subject(s)
Reading (Secondary education)
Reading - Ability testing.
Educational tests and measurements.
Recommended Citation
Cook, Rebecca Gayle, "The Utility of DIBELS as a Curriculum Based Measurement in Relation to Reading Proficiency on High Stakes Tests" (2003). Theses, Dissertations and Capstones. 350.
https://mds.marshall.edu/etd/350
