Recently we’ve been asked many questions about the DIBELS test that Bellevue School District has adopted. The majority of the questions are parents looking for answers as to why their kids tested so much lower than the parents expected or than the children are comfortably reading at home. Any time a new test is introduced, it takes some time to adjust expectations and interpretations. Seemingly, this is such a time. After doing some research – talking to some teachers, reading up about the format and objectives of the test and listening to opponents of the test – reasonable explanations for the discrepancies seem to exist, in many circumstances, and parents need to know that DIBELS is simply one voice, not THE only voice.

DIBELS is a nationally recognized test of early literacy and may be a step forward but, it is not without controversy, nor flaws. Any test has at it’s core a judgment about what is important, what is being measured. The core concept behind DIBELS is laudable. They are trying to measure early literacy, specifically, phonics and sight word fluency.  We are big fans of both phonics and sight word speed and fluency and these concepts are at the core of DIBELS. Further, we support the idea of objective measures of progress. So, what is causing all the furor and parent concerns? As with all things, the devil is in the details. There are a number of issues that we have heard about: the time needed to administer the test, the focus on speed tests naturally handicapping shy or laconic students and then the interpretation of the results.

Overall, it appears that teachers like the test and the feedback it gives them. They do, however, mention the time it takes to administer. Which is surprising with a test that focuses on 1-minute tests but, if you multiply 28 kids times 1 (minute) times 6 (the number of tests in a DIBELS round) and realize that the test will be given 2-4 times throughout the year, it does consume some significant time. (Not sure how one would ever make a test that is less time-consuming!!!) However, being delivered on a hand held device, it provides immediate actionable feedback for the teachers to use in the classroom. (Administratively, DIBELS is a winner.)

On the other hand, some of the interpretations being made about the DIBELS scores seem questionable. One specific example is one of our students that started with us (for fun!) at age 4.5 and is currently in 1st grade. This student was reading chapter books (Magic Tree House) before kindergarten. At the beginning of 1st grade, when tested on DIBELS he scored at level G, an early 1st grade level, meaning that his “just right books” are, roughly, 12-20 page long 100 word books that take him about a minute to read fully. When this student comes to Tutoring Club, he is working on 3rd and 4th grade materials with great success. Why the massive difference between DIBELS and his observed and proven ability? Then when he was retested three months later, he achieved a level M, seven levels higher(!!!). At Tutoring Club, he has been working on math during that time and his parents report no particular emphasis on reading at home. Why the massive variation? My guess is that the second time around, he had “learned the test”, ie. had a better idea of what was expected of him.

A major issue that keeps appearing seems to be personality’s effect on DIBELS scores (or the interpretation of the score). For example, we have a student who is working below grade level (4.5 grade level while he is in 5th grade). However, on DIBELS, he tested at 1st grade level and mom was alarmed to hear that his reading had “regressed” by three grade levels from our latest progress report. Another student who is also not reading at grade level has been tested by DIBELS as years and years lower than the level at which he regularly performs. This particular student is painfully shy and often refuses to speak to new people at all. In both of these cases, the explanations seem straightforward. The first student is the epitome of laconic, he is relaxed and mellow. He talks slower, he does math slower, he just takes his time. He is NOT a fluent reader: he still has to sound out too many words for his age. However, he is certainly capable of reading and understanding 4th grade material given time to work at his pace. I certainly wish that he was a quicker worker and could fly through material but, this is not his way. The second student’s personality peccadilloes will never allow him to achieve on a timed rapid-fire test like this. On the other hand, he daily works near grade level successfully when put in a comfortable, supportive, slower-paced environment.

These three examples highlight a particular issue with DIBELS; it focuses on the building blocks not the overall picture. Phonics ARE crucial to early literacy; sight words and fluency ARE crucial. However, they are not the objective. Saying that 95% accuracy is necessary for comprehension then saying that someone is not reading accurately because she switches “a” and “the” EVERYTIME and that brings her accuracy score down below the threshold is not helpful. The fact is despite the switching mistakes the text IS perfectly understandable. With any test, a healthy dose of skepticism and pragmatism is important. DIBELS does seem to measure important skills (unlike, say… the math WASL. ) but those skills are not the end game, we all need to keep that in mind.