Using DIBELS and IDEL when reading instruction is in Spanish

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Using DIBELS and IDEL when reading instruction is
in Spanish
Naomi Hupert, Simon Shulman Education Development
Center Liza Rael New Mexico Public Education
Department
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Comparison of IDEL and DIBELS data

• As part of our work evaluating the New Mexico
  Reading First program, we looked at DIBELS and
  IDEL scores from Sept 2005 to April 2006 to see
  if students receiving some or all of reading
  instruction in Spanish were achieving similar
  results to those receiving instruction in English
• We found that students receiving core reading
  instruction in Spanish, and taking the IDEL,
  showed greater gains than those receiving
  instruction in English and taking the DIBELS.

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Comparison of IDEL and DIBELS data

• At the time, there were no Benchmark scores for
  IDEL, so we compared DIBELS Benchmark
  recommendations with IDEL low risk, some risk,
  high risk designations
• We only compared first through third graders,
  because fewer subtests comprise those overall
  Benchmark scores

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Statewide IDEL and DIBELS Data First Grade
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Statewide IDEL and DIBELS Data Second Grade
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Statewide IDEL and DIBELS Data Third Grade
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Interesting Finding
The three schools identified as most successful
in five different categories that demonstrate
improved student reading as measured by DIBELS
all provide dual language programs for students.
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Site Visits to Dual Language Classrooms

• We conducted observations in three dual language
  classrooms in two schools
• Conducted interviews with three dual language
  teachers, two reading coaches and two principals
  in schools with dual language programs

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Recommendations Based on Site Visits

• Focus on Oral Language Development
• Use many of the instructional strategies proven
  effective with English readers
• Use supplementary materials to augment core
  program
• Emphasize parent involvement
• Provide dual language-specific professional
  development
• Recruit Spanish speaking resource teachers

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Thank youFor more information about this
presentation please contact

• Naomi Hupert (nhupert_at_edc.org)
• Simon Shulman (sshulman _at_edc.org)