DIBELS Next

Phoneme Segmentation Fluency

Rating Summary

Classification Accuracyempty bubble
GeneralizabilityModerate High
Reliabilityfull bubble
Validityempty bubble
Disaggregated Reliability and Validity DataN A
Efficiency
AdministrationIndividual
Administration & Scoring Time1-2 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
DMG: Materials may be downloaded at no cost from DMG at http://dibels.org/next. Minimal reproduction costs associated with printing.

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. 

Voyager 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.

 

Testers will require 4-8 hours of training. Examiners must at a minimum be a paraprofessional.

Training manuals and materials are field tested and are included in the cost of the tool.

DMG: Customer Support is available from 8:00am to 5:00pm PST, Monday through Friday by phone, email, or through DMG's website.

Voyager Sopris: 8:00am to 6:00pm CST, Monday through Friday by phone, email, or through the Voyager Sopris website.

Amplify: Customer Care Center offers complete user-level support from 7:00 a.m. to 7:00 p.m. EST, Monday through Friday. Customers may contact a customer support representative via telephone, e-mail, or electronically through the mCLASS website. Additionally, customers have self-service access to instructions, documents, and frequently asked questions on our Website.  The research staff and product teams are available to answer questions about the content within the assessments.

Accommodations:

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:

DMG
859 Willamette Street, Suite 320, Eugene, OR 97401
541-431-6931
(888) 943-1240
http://dibels.org

Amplify Education, Inc.
55 Washington Street, Suite 900
Brooklyn, NY 11201
1-800-823-1969, option 1
www.amplify.com

Voyager Sopris
17855 Dallas Parkway, Suite 400, Dallas, TX 75287-6816 (888)399-1995
http://www.voyagersopris.com

DIBELS Next measures are brief, powerful indicators of foundational early literacy skills that: are quick 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. 

Phoneme Segmentation Fluency (PSF) is a brief, direct measure of phonemic awareness. PSF assesses the student’s fluency in segmenting a spoken word into its component parts or sound segments. Using standardized directions, the assessor says a word and asks the student to say the sounds in the word. The assessor under­lines each correct sound segment of the word that the student says. A correct sound segment is any different, correct part of the word the student says. The total score is the number of correct sound segments that the student says in one minute.

Administration of the test takes 1 minute and should be administered in an individual setting.

Assessor says a word. Student says the sounds in the word.  Score:  Number of correct sound segments the student says for each word. A correct sound segment is any different, correct part of the word the student says. The total score is the number of correct sound segments that the student says in one minute. For example, if the assessor says the word fish and the student says /f/ /i/ /sh/, the student has completely and correctly segmented the word into all of its component sounds and the score is three correct sound segments. If the student says /f/ /ish/, the score is two correct sound segments.  

 

Classification Accuracy

Primary Sample

Classification Accuracy in Predicting Proficiency on GRADE™ (Group Reading Assessment and Diagnostic Evaluation)

 

Kindergarten

n = 168

1st Grade

n = 193

False Positive Rate

0.18

0.19

False Negative Rate

0.55

0.41

Sensitivity

0.45

0.59

Specificity

0.82

0.82

Positive Predictive Power

0.56

0.35

Negative Predictive Power

0.76

0.93

Overall Classification Rate

0.70

0.79

AUC (ROC)

0.70

0.72

Base Rate

0.33

0.14

Cut Points:

20

25

At 90% Sensitivity, Specificity equals

0.07

0.22

At 80% Sensitivity, Specificity equals

0.47

0.42

At 70% Sensitivity, Specificity equals

0.56

0.55

 

Generalizability

Description of study sample:

·         Number of States: 5

·         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:

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 Range

Coefficient Median

SEM

Information (including normative data)/Subjects

Inter-Rater

K

476-479

 

0.96

NA

Reliability computed using data collected from the 2013-14 school year that included students in kindergarten through second grade from 2,196 schools in 634 districts. The sample was approximately 45% White, 20% African American, and 27% Hispanic. See DIBELS Next Technical Adequacy Brief for more information.

Inter-Rater

1

461

 

0.95

NA

Reliability computed using data collected from the 2013-14 school year that included students in kindergarten through second grade from 2,196 schools in 634 districts. The sample was approximately 45% White, 20% African American, and 27% Hispanic. See DIBELS Next Technical Adequacy Brief for more information.

Alternate-form

K

143,423

 

0.84

7.57

Reliability computed using data collected from the 2013-14 school year that included students in kindergarten through second grade from 2,196 schools in 634 districts. The sample was approximately 45% White, 20% African American, and 27% Hispanic. See DIBELS Next Technical Adequacy Brief for more information.

Alternate-form

1

68,440

 

0.83

5.16

Reliability computed using data collected from the 2013-14 school year that included students in kindergarten through second grade from 2,196 schools in 634 districts. The sample was approximately 45% White, 20% African American, and 27% Hispanic. See DIBELS Next Technical Adequacy Brief for more information.

 

Validity

Type of Validity

Age or Grade

Test or Criterion

n (range)

Coefficient Range

Coefficient Median

Information (including normative data)/Subjects

Content K-1         The word pool for Phoneme Segmentation Fluency comes from The Educator’s Word Frequency Guide (Zeno, Ivens, Millard, & Duvvuri, 1995), where either the first or second grade U value (the relative frequency of occur­rence) was 20 or higher. Words were then excluded if they were not found in the Oxford Advanced Learner’s Dictionary (Hornby, Wehmeier, McIntosh, & Turnbull, 2005), were proper nouns, had more than one syllable, had a single phoneme, had six or more phonemes, included apostrophes, or were inappropriate. The final word pool included a total of 1,132 items, three of which were used as example items and so do not appear as test items. Each form consists of 24 items. Before creating the individual forms, a stratified sequence of the different dif­ficulty categories was developed. The order of appearance of the “Easiest” and “Less Easy” categories was random, except the first two items on a form were selected from the “Easiest” category. Since only one item each from the “More Difficult” and “Most Difficult” categories appeared on each form, the “More Difficult” category was randomly placed in the first half of the form, and the “Most Difficult” category was randomly placed in the second half of the form. Once the sequence was determined, that stratification was applied to all forms, so that the same difficulty categories appear in the same locations on every form. Each word on a form was then randomly selected from the words that matched the specified difficulty category. Further details are available on pages 23-24 of the DIBELS Next Technical Manual.

Predictive

K

GRADE Total Test

170

 

0.34

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

Concurrent

K-1

GRADE Total Test

170-193

0.24-0.33

0.29

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