Oregon Reading First
DIBELS Mentor Coach Training
Presented by Hank Fien
Developed by Kame’enui, Simmons, Coyne & Harn (2003)
University of Oregon
Institute on the Development of Educational Achievement (IDEA)
For Each
Student
Assessment
For All
Students
Instruction
Goals
Objectives
 Brief review of DIBELS scoring and
administration rules and practice each
measure.
 DIBELS Website
 Enabling Classrooms and Student Database
 DIBELS Data Entry
 Generating Data
 Data Collection Strategies
2
Assessing Each Big Idea with DIBELS
Big Idea
DIBELS Measure
Phonological Awareness
Initial Sounds Fluency (ISF)
Phonemic Segmentation Fluency
(PSF)
Alphabetic Principle
Nonsense Word Fluency Measure
(NWF)
Fluency and Accuracy
Oral Reading Fluency (ORF)
Vocabulary
Word Use Fluency
Comprehension
Oral Retell Fluency
3
Standard Administration
 For scores to be useful, we must administer the
measures according to standardized administration and
scoring directions.
 Presenting each measure:
 Present the directions as written
 Use the specific materials
 Timing each measure:
 Use a stopwatch
 Scoring each measure:
 Follow scoring rules for each measure
 Score immediately after completing
 Standardization provides each child an equal
opportunity to display skills.
 Engage student to do his or her best
4
Separate Testing and Teaching Time
 Scores will be used to assist in making
instructional decisions
 Therefore, we must administer the measures
without:
 Assisting the student during the task
 Modifying the task, materials, or time
Standardized, reliable data collection and
scoring are essential!
5
Phonemic Segmentation Fluency
(PSF)
 What important skill does it assess?
Phonological Awareness
 The ability to hear and manipulate sounds in
words at the phrase level
 What is the appropriate time and grade?
 Mid-year kindergarten through first grade
 What is the goal?
 How well? 35 phonemes or more
 By when? End of kindergarten
6
PSF Video
7
How Do We Administer and Score
the PSF Measure?

Materials:
1. Examiner copy of word list with phoneme
scoring columns. Student has no materials
when assessing phonological awareness.
2. Stopwatch
3. Pencil

Preparing the Student:
1. Good testing conditions (e.g., lighting, quiet,
comfortable)
2. Provide model in standardized manner and
follow correction procedures as necessary
8
PSF Essentials
 Stopwatch:
 Present the first word and start the stopwatch and time for 1 minute.
 Scoring:
 Underline each different, correct sound segment produced. (See specific
scoring rules and examples.)
 Put a slash (/) through sounds produced incorrectly.
 Maintaining momentum:
 As soon as the student is finished saying the sounds, present the next
word.
 Allow the student 3 seconds for each sound segment.
 Discontinue:
 If a student has not given any correct sound segments in the first 5
words, discontinue the task and record a score of zero (0).
 Ending testing:
 At the end of 1 minute, stop timing and calculate the number of correct
phonemes per minute.
9
Scoring Rules for PSF
Correct Segmentation:
 A correct sound segment is any different, correct
part of the word. For example, the sound /t/ is a
correct segment of "trick", as are /tr/ and /tri/ (see rule
2, following page).
 Examiner says "trick," student says "t...r...i...k"
 Examiner says "cat," student says "k...a...t"
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“t...r...i...k”
“k...a...t”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
4/4
3/3
10
Elongating Sounds
Correct Segmentation:
 No need for an audible pause between the sounds to
receive credit.
 If you can hear each individual sound when the
student runs them together, score each sound as
correct.
 Use your professional judgment based on the
response and your knowledge of your program. If still
not sure, do not give credit
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
rest
“rrrreeeessssttt” /r/ /e/ /s/ /t/
CORRECT
SEGMENTS
4 /4
11
Errors in Segmenting: No
Segmentation
No Segmentation:
 If student repeats the entire word, no credit is given for
any correct parts.
 Circle the word to indicate no segmented response
was given.
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“trick”
“cat”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
0/4
0/3
12
Errors in Segmenting: Incomplete
Segmentation
Incomplete segmentation:
 Student is given partial credit for each sound segment
produced correctly, even if student has not
segmented at the phoneme level.
 The underline indicates the size of the sound segment.
 For example:
Examiner says “trick,” student says “tr...ick”
Examiner says “cat,” student says “c...at”
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“tr...ik”
“c…at”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
2/4
2/3
13
Errors in Segmenting:
Overlapping Sounds
Overlapping:
 Student receives credit for each different, correct
sound segment of the word.
 Underline the different sound segments produced
 For example:
Examiner says “trick,” student says “tri...ick”
Examiner says “cat,” student says “c...cat”
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“tri...ick”
“c…cat”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
2/4
1/3
14
Errors in Segmenting: Omission
of Sounds
Omission:
 Student does not receive credit for sound segments
not produced. If student provides the initial sound only,
be sure to wait 3 seconds for elaboration.
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“t...ik”
“c” (3 seconds)
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
2/4
1/3
15
Errors in Segmenting:
Mispronunciation of Sounds
Mispronunciation:
 Student does not receive credit for sound segments
that are mispronounced.
 Put a slash (/) through the incorrect sounds.
 For example, there is no /ks/ sound in the word "trick."
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“t...r...i... ks”
“b…a...t”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
3/4
2/3
16
Student Characteristics
Pronunciation & Dialect:
 Student is not penalized for imperfect pronunciation
due to dialect or articulation.
 For example, if the student says /r/ /e/ /th/ /t/ for "rest"
because of articulation difficulties, give full credit. Use
professional judgment and prior knowledge of the student’s
speech pattern to assess skill performance.
17
Student Characteristics
Schwa Sounds:
 Schwa sounds (/u/) added to consonants are not
counted as errors.
WORD:
STUDENT
SAYS:
SCORING
PROCEDURE:
trick
cat
“tu...ru...i...ku”
“ku...a...tu”
/t/ /r/ /i/ /k/
/k/ /a/ /t/
CORRECT
SEGMENTS
4/4
3/3
18
Breakout Activity
1. Form a 3-person group
2. Assign roles:

Examiner

Student

Observer
3. Practice administering measure (Each person
administer the measure 2 times)
19
Initial Sounds Fluency (ISF):
 What important skill does it assess?
Phonological Awareness
 The ability to hear and manipulate sounds in
words.
 What is the appropriate time and grade?
 Beginning of the year, kindergarten
 What is the goal?
 How well? 25 phonemes or more
 By when? Middle of kindergarten
20
What ISF Looks Like
21
How Do We Administer and Score
the ISF Measure?

Materials:
1.
2.
3.
4.

Examiner probe
Student picture pages
Stopwatch
Pencil
Preparing the student:


Good testing conditions
(e.g., lighting, quiet,
comfortable)
Provide model in
standardized manner
and follow correction
procedures as
necessary
22
How Do We Administer and Score
the ISF Measure?
1. Place student copy of 4
randomized pictures in front of
child.
2. Say these specific directions to
the child:
“This is mouse, flowers, pillow,
letters (point to each picture while
saying its name). Mouse (point to
mouse) begins with the sound
/m/. Listen, /m/, mouse. Which
one begins with the sounds
/fl/?"
23
How Do We Administer and Score
the ISF Measure?
 Correct Response on Sample Item:
Student points to flowers, you say: “Good. Flowers
begins with the sounds /fl/.”
 Incorrect Response:
“Flowers (point to flowers) begins with the sounds /fl/.
Listen, /fl/, flowers. Let's try it again. Which one
begins with the sounds /fl/?”
24
How Do We Administer and Score
the ISF Measure?
 "Pillow (point to pillow) begins with the sound /p/.
Listen, /p/, pillow. What sound does letters (point to
letters) begin with?"
 Correct Response: If the student says /l/ you say: “Good.
Letters begins with the sound /l/.”
 Incorrect Response: If the student says any other
response, you say: “Letters (point to letters) begins with
the sound /l/. Listen, /l/, letters. Let's try it again. What
sound does letters (point to letters) begin with?”
 Then you say: "Here are some more pictures. Listen
carefully to the questions."
25
Maximizing Administration Time
 Stopwatch:
 Read the question, start stopwatch. After child gives response, stop
stopwatch. Record the total time to answer each of the 16 questions.
 When the examiner is talking, the watch is not running.
 Scoring:
 Score is correct or incorrect (see specific scoring rules and examples).
 Maintaining momentum:
 Make sure to introduce each picture page.
 Allow student 5 seconds to answer each question.
 Discontinue:
 If a student gets no items correct in the first 5 items, discontinue the task
and record a score of zero (0).
 Ending testing:
 After administering all 16 items, record the total duration of
thinking/response time found on your stopwatch.
 Count number of items correct.
 Calculate final score (see formula).
26
Scoring Rules for ISF
 Identification Responses (“Which picture begins
with…?”)
 If the child points to the correct picture or names it,
score as correct.
PROMPT:
STUDENT
SAYS:
Which picture begins with /p/?
“pie”
SCORE:
0
1
 If the child names or renames the picture with a word
that begins with the target sound, score as correct.
27
Scoring Rules for ISF
 Production Responses (“What sound does …. begin
with?”)
 Correct Initial Sound or Sounds: If the word starts with
an initial consonant sound, the child can respond with the
first consonant or consonant-consonant blend. For
example, if the word is “clock,” a correct initial sound
would be /c/ or /cl/. The student must give the sound,
not the letter name.
28
Breakout Activity

Form a 3-person group

Assign roles:


Examiner

Student

Observer
Practice administering measure (Each person
administer the measure 2 times)
29
Nonsense Word Fluency (NWF):
 What important skill does NWF assess?
 Alphabetic Principle:The ability to associate sounds
with letters and use these sounds to read words.
 What is the appropriate time and grade?
 Middle of the year in kindergarten and throughout first
grade
 What is the goal?
 First Grade:
 How well? 50 letter-sounds or more
 By when? Middle of first grade
 Kindergarten:
 How well? 25 letter-sounds or more by end of kindergarten
30
What NWF Looks Like
31
How Do We Administer and Score
the NWF Measure?


Materials:
1. Examiner probe
2. Student pages (practice page
“sim lut” and test page)
3. Stopwatch
4. Pencil
Preparing the student:


Good testing conditions (e.g.,
lighting, quiet, comfortable)
Provide the model in standardized
manner and follow correction
procedures as necessary
32
How Do We Administer and Score
the NWF Measure?
Say these specific directions to the child:
“Look at this word (point to the first word on the practice
probe). It’s a make-believe word. Watch me read the
word: (point to the letter “s”) /s/, (point to the letter “i”)
/i/, (point to the letter “m”) /m/ “sim” (run your finger fast
through the whole word). I can say the sounds of the
letters, /s/ /i/ /m/ (point to each letter), or I can read the
whole word “sim” (run your finger fast through the
whole word).
“Your turn to read a make-believe word. Read this word
the best you can (point to the word “lut”). Make sure
you say any sounds you know.”
33
How Do We Administer and Score
the NWF Measure?
CORRECT RESPONSE:
If the child responds
“lut” or with some or all
of the sounds, say
INCORRECT OR NO RESPONSE:
If the child does not respond within 3 seconds or
responds incorrectly, say
That’s right. The
sounds are
/l/ /u/ /t/ or “lut”
Watch me: (point to the letter “l”) /l/, (point
to the letter “u”) /u/, (point to the letter “t”) /t/.
Altogether the sounds are /l/ /u/ /t/
(point to each letter) or “lut” (run your finger
fast through the whole word). Remember,
you can say the sounds or you can
say the whole word. Let’s try again.
Read this word the best you can (point
to the word “lut”).
34
How Do We Administer and Score
the NWF Measure?
Student Copy
kik
kaj
lan
yuf
bub
wuv
nif
suv
yaj
tig
woj
fek
nul
pos
dij
nij
vec
yig
zof
mak
sig
av
zem
vok
sij
pik
al
dit
um
sog
faj
zin
og
viv
vus
nok
boj
tum
vim
wot
yis
zez
nom
feg
tos
mot
nen
joj
vel
sav
Place the student copy of the
probe in front of the child.
Here are some more makebelieve words (point to the
student probe). Start here (point to
the first word) and go across the
page (point across the page).
When I say “begin,” read the
words the best you can. Point
to each letter and tell me the
sound or read the whole
word. Read the words the
best you can. Put your finger
on the first word. Ready,
begin.
35
Maximizing Administration Time
 Stopwatch:
 Start watch after tester says “Begin” and time for 1 minute.
 Scoring:
 Underline each correct letter sound produced (see specific scoring rules
and examples).
 Slash each incorrect letter sound produced.
 Maintaining momentum:
 Allow the student 3 seconds for each letter sound. After 3 seconds,
provide the sound to keep the student moving.
 Discontinue:
 If a student does not get any correct in the first row, discontinue the task
and record a score of zero (0).
 Ending testing:
 At the end of 1 minute, put a bracket after the last letter-sound/word
produced and calculate the total letter-sounds correct in one minute.
36
Scoring Rules for NWF
1.
Correct Letter Sounds A correct letter
sound is scored as the most common
sound in English.
–
2.
For example, all the vowels are scored
for the short sound and the most
common sound for the letter “c” is /k/.
See pronunciation guide for remaining
letter sounds.
Marking the booklet Underline exactly
the way the student completes task.

For example, if the student goes
sound-by-sound, underline each letter
individually. If the student reads the
target as a whole word, underline the
entire word.
37
Scoring Rules for NWF
3. Partially Correct Responses If a word is partially correct,
underline the letter sounds produced correctly. Put a
slash (/) through the letter if the letter sound is incorrect.

For example, if stimulus word is "sim" and student says "sam,"
the letters "s" and "m" would be underlined because those letter
sounds were produced correctly, giving a score of 2.
4. Repeated sounds Letter sounds pronounced twice while
sounding out the word are given credit only once.

For example, if stimulus word is "sim" and the student says
/s/ /i/ /im/, the letter "i" is underlined once and the student
receives 1 point for the phoneme "i" even though the letter "i"
was pronounced correctly twice (a total of 3 for the entire word).
38
Scoring Rules for NWF
5. 3-second rule - sound by sound If student hesitates for
3 seconds on a letter, score the letter sound incorrect,
provide the correct letter sound, point to the next letter,
and say, "What sound?"

This prompt may be repeated. For example, if the stimulus word
is "tob" and the student says /t/ (3 seconds), prompt by saying,
"/o/ (point to b) What sound?"
6. 3-second rule - word by word If student hesitates for 3
seconds on a word, score the word incorrect, provide
the correct word, point to the next word, and say, "What
word?"

This prompt may be repeated. For example, if the stimulus
words are "tob dos et" and the student says, "tob" (3 seconds),
prompt by saying "dos (point to et) What word?"
39
Scoring Rules for NWF
7.
Insertions Insertions are not scored as incorrect.
For example, if the stimulus word is "sim" and the student says
"stim," the letters "s" "i" and "m" would be underlined and full
credit given for the word, with no penalty for the insertion of /t/.
8.
Skipping Rows If student skips an entire row, draw a
line through the row and do not count the row in
scoring.
9.
Self-corrections If student makes an error and then selfcorrects within 3 seconds, write "SC" above the letter
and count it as correct.
40
Tips for Scoring
 Score for the most common sounds of the letters.
 Short vowels: i (big), e (beg), a (bag), u (bug), o (bog)
 “Hard” sounds: “c” = /k/, “g” = /g/, “j” = /j/
 A point for each letter, whether it is sound-bysound or read as a whole word.
 Score what you hear!
 Underline exactly the way the student completes the
task.
 Practice with at least 7 students before using the
scores to make programming decisions.
 Look over words you are presenting to increase
pacing.
41
Breakout Activity

Form a 3-person group

Assign roles:


Examiner

Student

Observer
Practice administering measure (Each person
administer the measure 2 times)
42
What ORF Looks Like
43
How Do We Administer and Score
the ORF Measure?

Materials:
1. Examiner probe
Say these specific directions to the child: “Please read this
(point) out loud. If you get stuck, I will tell you the word so
you can keep reading. When I say "stop," I may ask you to
tell me about what you read, so do your best reading. Start
here (point to the first word of the passage). Begin.”
2. Student passages
3. Stopwatch
4. Pencil

Preparing the student:

Good testing conditions
(e.g., lighting, quiet,
comfortable)
44
How Do We Administer and Score
the ORF Measure?
Say these specific directions to the child:
“Please read this (point) out loud. If
you get stuck, I will tell you the word
so you can keep reading. When I say
"stop," I may ask you to tell me about
what you read, so do your best
reading. Start here (point to the first
word of the passage). Begin.”
45
Maximizing Administration Time
 Stopwatch:
 Start watch after student says the first word and time for 1 minute.
 Scoring:
 Slash each word produced incorrectly.
 Maintaining momentum:
 Allow student 3 seconds for each word. After 3 seconds, say the word to
keep the student moving.
 Discontinue:
 If student does not get any correct in the first row, discontinue the task
and record a score of zero (0).
 If student scores less than 10 on the first passage, do not administer the
other two passages.
 Ending testing:
 At the end of 1 minute, put a bracket after the last word produced and
calculate the number of correct words in one minute.
46
Scoring Rules for ORF:
Scoring Directions are Similar to Marston, D. (1989)
1. Correctly Read Words are pronounced correctly. A word
must be pronounced correctly given the context of the
sentence.

Example: The word “read” must be pronounced /reed/ when
presented in the context of the following sentence:
Ben will read the story.
not as:
“Ben will red the story.”
WRC = 5
WRC = 4
2. Self-corrected Words are counted as correct. Words
misread initially but corrected within 3 seconds are
counted as correct.

Example:
Dad likes to watch sports.
read as:
“Dad likes to watch spin...(3 seconds)…sports.”
WRC = 5
WRC = 5
47
Scoring Rules for ORF
3. Repeated Words are counted as correct.
Words said over again correctly are ignored.

Example:
I have a goldfish.
read as:
“I have a ...have a goldfish.”
WRC = 4
WRC = 4
4. Dialectic variations in pronunciation that are
explainable by local language norms are not
errors.

Example:
We took the short cut.
read as:
“We took the shot cut.”
WRC = 5
WRC = 5
48
Scoring Rules for ORF
5. Inserted Words are ignored. When students add
extra words, they are not counted as correct
words nor as reading errors.

Example:
I ate too much.
WRC = 4
read as:
“I ate way too much.”
WRC = 4
6. Mispronounced or Substituted Words are
counted as incorrect.

Example:
She lives in a pretty house.
read as:
“She lives in a pretty home.”
WRC = 6
WRC = 5
49
Scoring Rules for ORF
7. Omitted/Skipped Words are counted as errors.

Example:
Mario climbed the old oak tree.
WRC = 6
read as:
“Mario climbed the tree.”
WRC = 4
50
Scoring Rules for ORF
Words must be read in accordance with the
context of the passage
8. Hyphenated Words count as two words if both parts can
stand alone as individual words. Hyphenated words
count as one word if either part cannot stand alone as
an individual word.
9. Numerals and Dates must be read correctly in the
context of the sentence.
10. Abbreviations must be read as pronounced in normal
conversation. For example, “TV” could be read as
"teevee" or "television," but “Mr.” must be read as
"mister."
51
Tips for Scoring
 Student must read exactly what is on the page.
 Self-corrections and insertions are ignored and not
counted as errors.
 Simply slash errors until you feel comfortable writing in
the error types.
 Score what you hear!
 Practice with at least 7 students before using the scores to make
programming decisions.
 Look over passages you are presenting to ensure pacing
is efficient.
 Use the middle score of the three passages read to
assess the student’s skill.
 Have student read all three passages in one sitting
52
Breakout Activity

Form a 3-person group

Assign roles:


Examiner

Student

Observer
Practice administering measure (Each person
administer the measure 2 times)
53
Letter Naming Fluency (LNF):
 What important skill does LNF assess?
 LNF not directly linked to a Big Idea: Used as a risk indicator
 What is the appropriate time and grade?
 Through kindergarten and fall of first grade
 What is the goal?
 While letter naming is a good predictor of early reading success,
knowledge of letter sounds is more important to word reading.
 Research indicates a score of 8 or below in the beginning of
kindergarten is predictive of later reading difficulty.
54
What LNF Looks Like
55
How Do We Administer and Score
the LNF Measure?

Materials:
1. Examiner probe
2. Student page
3. Stopwatch
4. Pencil

Preparing the student:

Good testing conditions
(e.g., lighting, quiet,
comfortable)

Provide the model in
standardized manner and
follow correction
procedures as necessary
56
How Do We Administer and Score
the LNF Measure?
Say these specific directions to the child:
"Here are some letters" (point). "Tell me the names
of as many letters as you can. When I say 'begin,'
start here" (point to first letter in upper left hand
corner) "and go across the page" (point). "Point to
each letter and tell me the name of that letter. Try to
name each letter. If you come to a letter you don't
know, I'll tell it to you. Put your finger on the first
letter. Ready?"
57
Maximizing Administration Time
 Stopwatch:
 Start watch after tester says “Begin” and time for 1 minute.
 Scoring:
 Slash each incorrect letter name produced.
 Maintaining momentum:
 Allow student 3 seconds for each letter name; after 3 seconds,
say the name to keep the student moving.
 Discontinue:
 If student does not get any correct in the first row, discontinue the
task and record a score of zero (0).
 Ending testing:
 At the end of 1 minute, put a bracket after the last letter-name
produced and calculate the total letter-names correct in 1 minute.
58
Scoring Rules for LNF
1. Correct Letter Names Student must say the correct
letter name to receive credit.
–
If the student provides the letter sound rather than the letter
name, say, "Remember to tell me the letter name, not the
sound it makes." This prompt may be provided only once.
2. Self-corrections If student makes an error and selfcorrects within 3 seconds, write "SC" above the letter
and do not count as an error.
3. Skipping Rows If student skips an entire row, draw a
line through the row and do not count the row when
scoring.

Skipped or omitted letters are not counted in scoring.
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Tips for Scoring
 Score for the letter names.
 If student skips a row, follow the student’s
lead and keep going.
 Give the student 3 seconds for each letter.
 Score what you hear!
 Practice with at least 7 students before using
the scores to make programming decisions.
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Conducting Reliability Checks for
Assessment Team
 It is critical that all members of the Assessment Team can
get an accurate picture of student performance by
administering and scoring the DIBELS measures in a
reliable manner.
 Reliability Checks
 Best Scenario: Prior to Fall Benchmarking, the Assessment Team
tests several students on each DIBELS measure. Mentor Coach
scores alongside with each tester and compares scores. If scores
are within 2 or 3 points the tester is good to go!
 Option #2: Same as above, except instead of testing students
adults test each other. Again, Mentor Coach scores alongside
with each tester and compares scores.
 Option #3: During the first day of Fall Benchmarking the Mentor
Coach shadows members of the Assessment Team and checks
for reliability.
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