Lincoln Literacy Data

Lincoln Literacy Data

DIBELS Next

Students in grades K-5 are assessed using DIBELS Next, Dynamic Indicators of Basic Early Literacy Skills Next. DIBELS Next assesses five skills that are necessary for learning to read. Children who learn these skills become good readers. The skills are:

  • Phonemic Awareness: Hearing and using sounds in spoken words
  • Alphabetic Principle: Knowing the sounds of the letters and sounding out written words
  • Accurate and Fluent Reading: Reading stories and other materials easily and quickly with few mistakes
  • Vocabulary: Understanding and using a variety of words
  • Comprehension: Understanding what is spoken or read

DIBELS consists of seven short individual tests, called subtests. Each DIBELS subtest focuses on a different skill and takes 1 minute to complete. Your child may be given two to five of the DIBELS subtests depending on his or her grade level. Each subtest provides specific benchmarks students must achieve. A score falling at the low risk level indicates the child is on track for success in reading at their grade level. Students scoring at some risk have scores that fall in the mid-range and are in need of some supports to meet grade level goals. At risk scores indicates that additional interventions are needed in order for the student to meet the end of year reading goals.

Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that your child can understand what they are reading. On the DORF, the DIBELS Oral Reading Fluency assessment, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score. The following table compares the number of students scoring low risk, some risk and at risk on based upon the benchmarks for the oral reading fluency at the end of the noted school year:

Low Risk Some Risk At Risk
Grade 1
2012-2013 64% 12% 24%
2013-2014 78% 15% 7%
2014-2015 73% 10% 17%
2015-2016 82% 10% 7%
Grade 2
2012-2013 71% 13% 16%
2013-2014 67% 10% 23%
2014-2015 80% 11% 9%
2015-2016 82% 9% 9%
Grade 3
2012-2013 81% 13% 6%
2013-2014 70% 13% 17%
2014-2015 65% 10% 25%
2015-2016 70% 15% 15%
Grade 4
2012-2013 83% 11% 6%
2013-2014 78% 10% 12%
2014-2015 64% 11% 25%
2015-2016 68% 8% 24%
Grade 5
2012-2013 74% 10% 16%
2013-2014 83% 6% 11%
2014-2015 74% 17% 9%
2015-2016 76% 13% 11%

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension in grades 3-5 using the subtests of DAZE, the DIBELS maze comprehension task. Students are given 3 minutes to read a passage that has blanks with three choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for DAZE in the spring of the noted school year:

Low Risk Some Risk At Risk
Grade 3
2012-2013 68% 6% 26%
2013-2014 78% 13% 9%
2014-2015 62% 19% 19%
2015-2016 72% 18% 10%
Grade 4
2012-2013 79% 17% 4%
2013-2014 72% 12% 16%
2014-2015 59% 16% 25%
2015-2016 63% 10% 27%
Grade 5
2012-2013 76% 13% 10%
2013-2014 80% 9% 11%
2014-2015 64% 13% 23%
2015-2016 74% 11% 15%

Phonics

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. The Nonsense Word Fluency subtest, given to students in grades K-2, presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute.

The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for Nonsense Words Fluency in the spring of the noted school year:

Low Risk Some Risk At Risk
Kindergarten
2012-2013 86% 8% 6%
2013-2014 87% 9% 4%
2014-2015 100% 0 0
2015-2016 72% 13% 15%
First Grade
2012-2013 64% 10% 25%
2013-2014 78% 15% 7%
2014-2015 76% 10% 14%
2015-2016 87% 10% 3%

Kindergarten

Letter Naming Fluency

Letter Naming Fluency assesses a student’s ability to say the “names” of upper and lowercase letters in the English alphabet. This skill is a strong predictor of future reading success in young children. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 63% 13% 24%
Winter 77% 13% 10%
Spring 83% 11% 6%
2013-2014
Fall 76% 15% 9%
Winter 69% 21% 10%
Spring 87% 9% 4%
2014-2015
Fall 55% 18% 27%
Winter 66% 19% 14%
Spring 73% 19% 8%
2015-2016
Fall 47% 18% 35%
Winter 61% 19% 20%
Spring 69% 19% 12%

Phonemic Awareness

Phonemic awareness refers to a child’s ability to hear and manipulate sounds in spoken words only. This skill is a powerful predictor of future reading success. It is a skill that is typically assessed early in a child’s schooling (i.e., kindergarten), but it is also used with older children who are experiencing difficulty reading.  DIBELS Next measures phonemic awareness using the subtests of First Sound Fluency and Phoneme Segmentation Fluency.

First Sound Fluency

First Sound Fluency measures a child’s ability to identify the initial sound only heard in a given word.  The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 57% 16% 26%
Winter 89% 8% 3%
2013-2014
Fall 69% 7% 24%
Winter 82% 13% 5%
2014-2015
Fall 53% 24% 23%
Winter 74% 11% 15%
2015-2016
Fall 40% 24% 36%
Winter 66% 23% 11%

Phoneme Segmentation Fluency

In the Phoneme Segmentation Fluency subtest the student is presented with a word orally that consists of three to four sounds. The student is asked to represent each of the sounds in the word. The score is the number of correct sounds heard by the student. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Winter 81% 11% 8%
Spring 84% 11% 5%
2013-2014
Winter 85% 6% 9%
Spring 87% 9% 4%
2014-2015
Winter 72% 11% 16%
Spring 98% 0 2
2015-2016
Winter 76% 7% 17%
Spring 88% 6% 6%

Nonsense Word Fluency-Correct Letter Sounds

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. The Nonsense Word Fluency subtest presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Winter 84% 11% 5%
Spring 86% 8% 6%
2013-2014
Winter 84% 11% 5%
Spring 87% 9% 4%
2014-2015
Winter 69% 23% 8%
Spring 100% 0 0
2015-2016
Winter 58% 24% 18%
Spring 72% 13% 15%

First Grade

Nonsense Word Fluency – Correct Letter Sounds

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. Nonsense word fluency presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute.   The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 64% 9% 27%
Winter 71% 11% 18%
Spring 64% 10% 25%
2013-2014
Fall 67% 16% 17%
Winter 71% 13% 16%
Spring 78% 15% 7%
2014-2015
Fall 61% 16% 23%
Winter 66% 9% 26%
Spring 76% 10% 14%
2015-2016
Fall 62% 15% 23%
Winter 74% 11% 15%
Spring 87% 10% 3%

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Winter 75% 11% 14%
Spring 64% 10% 25%
2013-2014
Winter 70% 11% 19%
Spring 62% 22% 16%
2014-2015
Winter 69% 7% 24%
Spring 73% 10% 17%
2015-2016
Winter 77% 8% 15%
Spring 82% 10% 7%

Second Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 61% 21% 18%
Winter 72% 7% 20%
Spring 71% 13% 16%
2013-2014
Fall 65% 8% 27%
Winter 64% 10% 26%
Spring 67% 10% 23%
2014-2015
Fall 58% 19% 23%
Winter 73% 7% 19%
Spring 80% 11% 9%
2015-2016
Fall 62% 13% 25%
Winter 70% 14% 16%
Spring 82% 9% 9%

Third Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 74% 17% 9%
Winter 74% 13% 13%
Spring 81% 13% 6%
2013-2014
Fall 70% 8% 22%
Winter 70% 16% 14%
Spring 70% 13% 17%
2014-2015
Fall 60% 10% 30%
Winter 70% 0% 30%
Spring 65% 10% 25%
2015-2016
Fall 68% 9% 23%
Winter 68% 13% 19%
Spring 70% 15% 15%

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 60% 15% 26%
Winter 74% 13% 13%
Spring 81% 13% 6%
2013-2014
Fall 64% 19% 17%
Winter 66% 20% 14%
Spring 78% 13% 9%
2014-2015
Fall 57% 20% 37%
Winter 59% 21% 20%
Spring 62% 18% 19%
2015-2016
Fall 44% 22% 34%
Winter 71% 19% 10%
Spring 72% 18% 10%

Fourth Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 78% 13% 9%
Winter 85% 4% 11%
Spring 83% 11% 6%
2013-2014
Fall 76% 11% 13%
Winter 80% 7% 13%
Spring 78% 10% 12%
2014-2015
Fall 52% 17% 31%
Winter 69% 11% 20%
Spring 64% 11% 25%
2015-2016
Fall 65% 15% 20%
Winter 64% 16% 20%
Spring 68% 8% 24%

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 60% 28% 13%
Winter 65% 17% 17%
Spring 79% 17% 4%
2013-2014
Fall 67% 24% 9%
Winter 80% 9% 11%
Spring 72% 12% 16%
2014-2015
Fall 50% 26% 24%
Winter 50% 26% 24%
Spring 59% 16% 25%
2015-2016
Fall 65% 15% 20%
Winter 61% 13% 26%
Spring 63% 10% 27%

Fifth Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the 2012-2013, 2013-201, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 71% 9% 20%
Winter 75% 6% 19%
Spring 74% 10% 16%
2013-2014
Fall 76% 10% 14%
Winter 81% 4% 15%
Spring 83% 6% 11%
2014-2015
Fall 68% 19% 14%
Winter 79% 11% 11%
Spring 74% 17% 9%
2015-2016
Fall 53% 17% 30%
Winter 75% 11% 14%
Spring 76% 13% 11%

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2012-2013, 2013-2014, 2014-2015 and 2015-2016 school years:

Low Risk Some Risk At Risk
2012-2013
Fall 38% 21% 41%
Winter 39% 13% 48%
Spring 76% 13% 10%
2013-2014
Fall 72% 22% 6%
Winter 75% 19% 6%
Spring 80% 9% 11%
2014-2015
Fall 68% 32% 0%
Winter 45% 25% 29%
Spring 64% 13% 23%
2015-2016
Fall 63% 12% 25%
Winter 63% 16% 21%
Spring 74% 11% 15%