Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
AuthorFahrenbruck, Mary LeAnn
AdvisorGoodman, Yetta M.
Short, Kathy G.
Committee ChairGoodman, Yetta M.
Short, Kathy G.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study focuses on the patterns of similarities and differences found in second grade students' reading data taken from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment test and their Miscue Analysis sessions as measured by the In-Depth Procedure. Data was gathered using audio recordings, interviews and existing DIBELS Oral Reading Fluency subtest scores. Data was organized into five data sets and then analyzed using various groupings including the DIBELS labels Below/At/Above Benchmark and descriptors from Miscue Analysis--proficient, moderately proficient and non-proficient. Answers were sought to three research questions:1. What are the patterns of similarities and differences of miscues associated with second grade students' reading transactions with three different authentic texts of children`s literature?2. What relationship, if any, exists between second grade students' patterns of miscues and their DIBELS Oral Reading Fluency subtest scores?3. What are the patterns of retelling scores from Miscue Analysis by students designated at three different levels by the DIBELS Oral Reading Fluency subtest?The findings from this research study indicate that the texts used in assessments play an important role in children's reading transactions and ultimately influence the outcomes. Findings also indicate that the DIBELS Oral Reading Fluency subtest identifies the obvious; that non-proficient readers are not proficient at reading, and as a result the DIBELS provides little new and useful information for teachers and education specialists to use to help children grow as readers. A third and final finding indicates the need for a holistic retelling component within oral reading assessments as a measure of a reader's comprehension.
Degree ProgramLanguage, Reading & Culture