UC Riverside

This study examines the predictive validity of literacy measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for Spanish-speaking English language learners (ELs). Third grade EL students were screened three times during the year with DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity of the scores was examined in relation to the spring administration of the California Standards Test (CST). Data were analyzed for the entire sample as well as disaggregated by English language proficiency level. Overall results revealed that the DORF was a better predictor of CST performance than the Daze across fall, winter, and spring screenings. Although Daze was a significant predictor when examined individually, results of hierarchical regression models indicated that once DORF was accounted for, Daze did not explain significant additional variance. The contribution of each fluency measure over and above the predictability of the previous year's CST score was also examined. Results indicated that both DORF and Daze accounted for significant additional variance, however, the amount was minimal. When considering English language proficiency level, findings indicated there was not a statistically significant difference in the predictive validity of the DORF or the Daze administered in the fall to CST performance in the spring for students of varying EL level. Predictive accuracy of the DORF and Daze was also examined for each EL group, which indicated a need for additional examination of the current DIBELS cut scores when applied to this group of students. Results from this study contribute to the research suggesting that although there is potential for the use of DIBELS measures to screen Spanish-speaking ELs, further research should be conducted.