Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?

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dc.contributorPackard, Beckyen_US
dc.contributorHollis, Karenen_US
dc.contributorGifford, Janiceen_US
dc.contributor.advisorBinder, Katherineen_US
dc.contributor.authorSnyder, Melissaen_US
dc.date.accessioned2011-02-16T13:47:17Z
dc.date.available2011-02-16T13:47:17Z
dc.date.gradyear2006en_US
dc.date.issued2011-02-16
dc.date.submitted2006-07-12 14:26:01en_US
dc.description.abstractAbstract This study examined the validity of administering Dynamic Indicators of Basic Early Literacy Skills to monitor and direct the instruction of Adult Basic Education Students. Sixty ABE students and 40 elementary school children were administered the DIBELS pre-reading measures, the Woodcock-Johnson III Broad Reading measures and four additional tests of orthographic ability. In a regression analysis, a significant portion of the variance in the reading-grade levels of adults on the WJ III BR was explained by the DIBELS and orthographic predictors. For children, a significant portion of the variance in reading-grade level on the WJ III BR was explained by the DIBELS measures, but the orthographic measures did not add significantly to the model. The results of this study indicated that DIBELS have the potential to be an effective set of tests to measure adults reading abilities; they may, however, require additional measures of orthography, in order to account for compensatory strategies adults employ.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.identifier.urihttp://hdl.handle.net/10166/713
dc.language.isoen_USen_US
dc.rights.restrictedpublic
dc.subjectadult literacyen_US
dc.subjectdynamic indicators of basic early literacy skillsen_US
dc.titleDynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?en_US
dc.typeThesisen_US
mhc.degreeUndergraduateen_US
mhc.institutionMount Holyoke Collegeen_US

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