DIBELS

Assessment
Project
Ariel Morales
Introduction
The Student:
1. A Third Grade Female Student at Pugliese West Elementary
2. Lives with her mother, father, and younger sibling
3. Currently Performing at Grade Level in Math and Reading
a. Lower end of the grade-level benchmarks
b. Considered at Risk
4. She is a kind, quiet, and hard working girl who does well in small groups
5. Current Accommodations Include:
a. One-on-One Peer Coaching
b. Repeated Instructions
6. Goals Include:
a. Increased Reading Comprehension Skills
Procedure
1. Contact
Pugliese West Elementary in Steubenville, OH
2. Arrange
3rd Grade Classroom that I had previously done field experience in

Right After Drop-Off and Before 1st Period Reading

3. Greeting
Go Over the Informational Sheet with Teacher Briefly.

Ask Questions as They Arise.

4. Assess
In the Hall

One-On-One
Reward
M&M’s
Closing Remarks with Teacher
Assessments Given
DIBELS Next 3rd Grade Assessments
1. DIBELS Next MAZE (DAZE) Assessment
2. DIBELS Next Oral Reading Fluency (DORF) Assessment
3. Retell Fluency Assessment
DAZE
This assessment involves a worksheet and a “word maze” in which the
student is asked to read a passage and fill in the missing word. The student is
giving three options and is asked to choose from the three choices. This probe
assesses the reading fluency, comprehension, and vocabulary skills of the
student
DORF
This assessment deals with reading fluency and decoding skills. In this
assessment the student is asked to read a passage out loud for one minute. The
speed and accuracy of the fluency and decoding skills are assessed for one
minute.
Retell Fluency
This assessment looks at the retell accuracy and proficiency of the student.
After reading the DORF Assessment passage the student is asked to relay as
much as they can remember about the passage in one minute. The assessment
is based largely on the students’ accuracy, number of details recalled, and the
level of detail relayed in their retell. Although there are basic guidelines and
scoring rules in place, the level of detail within their retell is based on the
judgement of the assessor.
Results & Analysis
 What Needs Improvement?
There was need for increased practice in comprehension skills and vocabulary.
The student performed at the lower end of the grade level benchmarks which put the
student at risk.

1. The scores for the DORF Assessment changed each time the assessment was
given. The first time through the student was below grade level, the second time
through the student was at grade level but performed at the lower end of the
grade level, and the final time she performed at higher end of the grade level
benchmark.
2. The Retell Fluency scores remained consistently low each time and showed that
the student was performing below benchmark.
3. The DAZE Assessment score was below benchmark.
 Common Patterns of Mistakes:
Throughout the assessment it was noticed that the student would occasionally add
words or skip over words in a passage. The student seemed to easily get off topic during
the DORF assessment reading and during the retell would often begin to relate the
reading passage to her own experiences or add extra details that were not reflected in the
text. It was noted that she was concerned about the timer at the beginning and had to be
reminded that the assessment was low pressure and was told to just do as much as they
can to the best of their ability. The assessment took place in the hall right before classes
began so there people were around. However, the student was still focused on the
assessment and did not get distracted by the people in the hall. Upon reflection, it can be
said that the student has good fluency and did a good job of decoding the words read. She
put forth good effort, worked hard throughout the assessment, was very compliant, and
did not need any behavioral redirections.
Areas Targeted for
Improvement
1. Comprehension & Visualization
a. Comprehension is a large part of the reading process and is important for
higher levels of reading that may be encountered at the secondary and higher
levels of education.
b. Visualizing can foster reading comprehension and critical literacy.
c. Progress of comprehension skills would be monitored by curriculum based
assessments, practice worksheets, and periodic one-on-one check-ins. This
would ensure that goals are being met and that the student is on track for being
on or above benchmark.
2. Vocabulary
a. Vocabulary skills are an important aspect to reading and reading
comprehension and numerous studies have identified a correlational
relationship between vocabulary and comprehension.
b. Taught using direct instruction of word meaning during reading. Providing
students with even brief explanations of word meanings prior to reading
boosted passage comprehension compared with not receiving this instruction
c. Progress of vocabulary skills would be assessed and monitored using
vocabulary tests, one-on-one check in and curriculum based assessments.
Lesson Plan
Standards Used
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

RI.3.9 Compare and contrast the most important points and key details presented in
two texts on the same topic.
Materials
1. Worksheets

1. Folder Games

1. Dry Erase Markers

UDL Accommodations
1. Continued One-on-One peer guidance

1. Simplified Instructions

1. Work Timer to Stay on Task

B: Before
Activate Prior Knowledge with a Game
D: During
I Do: Read Aloud and Compare and Contrast Chart

We Do: Read Aloud, Think Aloud, and Compare and Contrast Chart

You Do: Read Aloud and Compare and Contrast Chart

A: After
Group Discussion

Exit Slip Response

Conclusion
Bibliography
Paleologos, Timon M., Brabham, Edna G. (2011). The effectiveness of dibels oral reading fluency for predicting reading
comprehension of high-and low- income students. Reading Psychology, 32:54–74. Retrieved from https://eds-a-ebscohost-com.fr.opal-
libraries.org/eds/pdfviewer/pdfviewer?vid=0&sid=0c989f2d-1429-4dfb-b06b-8f76c5692e82%40sessionmgr4008