Year: 2015
Type: article
Abstract: A major focus of education in the United States has been for “optimal” literacy instruction for all students. To accomplish this goal, major initiatives have centered upon the early identification and prevention of reading difficulties. To this end, professionals in the field are using numerous literacy programs and assessments to promote optimal literacy instruction. One of these assessment programs is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Across the United States, over 2,000,000 students are administered the DIBELS Nonsense Word Fluency probe each year. The purpose of this study is to reflect on teacher perceptions and experiences with this commonly utilized yet often-misunderstood assessment.\nThis study hopes to shed light on whether or not teachers who utilize the NWF probe believe it helps to promote optimal literacy instruction for students in their classrooms. By talking to educators who have experience with this assessment in a semi-structured interview style, I will gain more information and insight on this topic.
Author: Maggie M. Habershaw
Institution: Rhode Island College
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2203361069