Using the Dynamic Indicators of Basic Early Literacy Skills With Students Who Are Deaf or Hard of Hearing: Perspectives of a Panel of Experts

EARLY LITERACY SKILLS serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interve...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2013, Vol.158 (1), p.7-19
Main Author: Luckner, John L.
Format: Article
Language:English
Subjects:
Articulation Impairments
At Risk Students
Auditory perception
Consensus
Deaf education
Deafness
Disability Identification
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Early literacy
Education of Hearing Disabled - methods
Educational Measurement - methods
Educational Measurement - standards
Educational research
Elementary school students
Emergent Literacy
Evidence-Based Practice
FEATURE ARTICLES
Grade 2
Hard of Hearing
Hearing disorders
Hearing Impairments
Hearing loss
Humans
Learning Processes
Literacy
Outcomes of Education
Phonological Awareness
Preschool children
Progress Monitoring
Reading
Reading ability
Reading comprehension
Reading Failure
Reading Fluency
Reading instruction
Reading Programs
Reading Skills
Reading Strategies
Reading Tests
Scoring
Skill Development
Special education
Student Needs
Students
Teachers
Teaching
Teaching Methods
Testing Accommodations
Timed Tests
Vocabulary
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Summary:EARLY LITERACY SKILLS serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for reading in preschools and elementary schools for typical hearing students are theDynamic Indicators of Basic Early Literacy Skills(DIBELS). The purpose of this study was to gather the perceptions of a panel of experts in the area of reading and individuals who are deaf or hard of hearing regarding the potential appropriateness of using the subtests of the DIBELS with students who are deaf or hard of hearing. Results, as well as practical and research implications, are provided.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2013.0012