With assessments built in, a solid phonics program, and a rigorously taught core reading curriculum, our school should see kindergarten and first-grade students reading fluently at grade level. However, we continue to see low reading levels on screeners and nationally normed comprehensive diagnostic assessments. This paper aims to show the importance of using a screener to inform instruction in small, specifically targeted groups for a determined duration in time, directly related to deficits seen in the resulting data from these assessments.
Date of Award
Master of Science in Education: Reading
Tier II, Assessment, data-driven instruction, phoneme, fluency
Type (DCMI Terms)
Cortright, W. (2022). Dibels Data Informing Literacy Intervention in Primary Grades (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/162
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