DIBELS Next

First Sound Fluency

Rating Summary

Classification Accuracyempty bubble
GeneralizabilityModerate Low
Reliabilityhalf bubble
Validityempty bubble
Disaggregated Reliability and Validity DataN A
Efficiency
AdministrationIndividual
Administration & Scoring Time1-3 Minutes
Scoring KeyComputer Scored
Benchmarks / NormsYes
Cost Technology, Human Resources, and Accommodations for Special Needs Service and Support Purpose and Other Implementation Information Usage and Reporting

Amplify: The basic pricing plan is an annual per student license of $14.90. For users already using an mCLASS assessment product, the cost per student to add mCLASS:DIBELS Next is $6 per student. 

Sopris: There are three purchasing options for implementing Progress Monitoring materials in Year 1:

1) Progress Monitoring via Online Test Administration and Scoring

2) Progress Monitoring materials as part of the purchase of Classroom Sets, which also include Benchmark materials and DIBELS Next Survey

3) Individual Progress Monitoring materials. DIBELS Next Classroom Sets contain everything needed for one person to conduct the Benchmark Assessment for 25 students and the Progress Monitoring Assessment for up to five students. These easy-to-implement kits simplify the distribution and organization of DIBELS Next materials.

DMG: Materials may be downloaded at no cost from DMG at http://dibels.org/next. Minimal reproduction costs associated with printing.

Please note that costs represent the comprehensive DIBELS Next assessment, including all measures.

Testers will require 4-8 hours of training.

Paraprofessionals can administer the test.

DIBELS Next is an assessment instrument well-suited for use with capturing the developing reading skills of special education students learning to read, with a few exceptions: a) students who are deaf; b) students who have fluency-based speech disabilities, e.g., stuttering, oral apraxia; c) students who are learning to read in a language other than English or Spanish; d) students with severe disabilities.  Use of DIBELS Next is appropriate for all other students, including those in special education for whom reading connected text is an IEP goal. For students receiving special education, it may be necessary to adjust goals and timelines. Approved accommodations are available in the administration manual.

Where to Obtain: Amplify Education, Inc.  / DMG / Sopris Learning
 
Address:
Amplify: 55 Washington Street, Suite 900; Brooklyn, NY 11201
DMG: 859 Willamette Street, Suite 320, Eugene, OR 97401
Sopris: 17855 Dallas Parkway, Suite 400, Dallas, TX 75287-6816         
 
Phone:
Amplify: 1-800-823-1969, option 1
DMG: 541-431-6931
Sopris: (888) 399-1995
 
Website: Amplify: www.amplify.com
Field tested training materials are included in the cost of the tool.
 
Ongoing technical support is available by calling the following phone numbers:
Amplify:  1-800-823-1969, option 1
DMG:  (888) 943-1240
Sopris:  (888) 399-1995

DIBELS Next measures are brief, powerful indicators of foundational early literacy skills that: are quick and efficient to administer and score; serve as universal screening (or benchmark assessment) and progress monitoring; identify students in need of intervention support; evaluate the effectiveness of interventions; and support the RtI/Multi-tiered model. DIBELS Next comprises six measures: First Sound Fluency (FSF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), and Daze. 

FSF is a brief, direct measure of a student’s fluency in identifying the initial sounds in words.

The tool is intended for use in kindergarten or with 5 year olds.

Administration time is 1 minute per student with 0-2 minutes of additional scoring time and can be individually or group administered.

Available scores include: raw scores, percentile scores, and developmental benchmarks and cut points.

 

Classification Accuracy

Primary Sample

Classification Accuracy 

 

Kindergarten

False Positive Rate

0.16

False Negative Rate

0.64

Sensitivity

0.36

Specificity

0.84

Positive Predictive Power

0.53

Negative Predictive Power

0.73

Overall Classification Rate

0.68

AUC (ROC)

0.64

Base Rate

0.33

Cut Points:

30

At 90% Sensitivity, Specificity equals

0.21

At 80% Sensitivity, Specificity equals

0.30

At 70% Sensitivity, Specificity equals

0.36

 

 

 

Generalizability

Description of study sample:

·         Number of States: 5 (Iowa, Minnesota, Ohio, Oregon, California)

·         Size: 1,306

·         Regions: Divisions 3 and 4 (North Central Midwest) and Division 9 (Pacific West), according to the US Census Bureau

·         SES: 16% Free/Reduced Lunch Rate (according to NCES data aggregated at the school level)

·         Race/Ethnicity (according to NCES data aggregated at the school level):

o   94% White, Non-Hispanic

o   <1% American Indian/Alaska Native

o   <1% Black, Non-Hispanic

o   <1% Asian, Pacific Islander

o   4% Hispanic

Reliability

Type of Reliability

Age or Grade

n (range)

Coefficient

SEM

Information (including normative data)/Subjects

range

median

Three-Form Alternate-Form

 

K

97

 

0.94

3.15

Participants included students in kindergarten through fifth grade from nine schools in a single district.

Three-form reliability estimates are provided to correspond to the recommended DIBELS practice of examining a pattern of performance on repeated assessments for increased confidence in decisions. The reliability of three-form aggregates is estimated using the Spearman-Brown Prophecy Formula.

 

Validity

 

Type of Validity

Age or Grade

 

Test or Criterion

n (range)

Coefficient (if applicable)

 

Information (including normative data)/Subjects

range

Median

Predictive

K

GRADE
Total Test

166

 

0.52

Participants included students in kindergarten through sixth grade from thirteen schools across five states.