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Use of DIBELS Pathways of Progress to Determine Reading Goals for English Language Learners

 

At the recent Mid-South Regional Conference for Psychology in the Schools, Jada White, a student from the School Psychology doctoral program, presented on a study that examined the use of DIBELS Pathways of Progress to determine reading goals for students who are learning English.

The results suggest that the general norms be used for progress monitoring for English Learners despite their unique language acquisition needs.

Other results and implications, as well as explanations of the procedures, are outlined in the linked poster. For other information about the study please contact either Jada White (jwhit179@vols.utk.edu) or Dr. Rob Richardson (rricha35@utk.edu).

Here is a link to their poster:

MidSouth Poster –  White, J., Crewdson, M., & Richardson, R. (2018, October). Setting realistic reading goals: Is pathways of progress in DIBELS equally applicable to English learners?. Poster presented at the Mid-South Regional Conference for Psychology in the Schools, Huntsville, AL.

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