Hoover Literacy Data

DIBELS Next

Students in grades K-5 are assessed using DIBELS Next, Dynamic Indicators of Basic Early Literacy Skills Next. DIBELS Next assesses five skills that are necessary for learning to read. Children who learn these skills become good readers. The skills are:

  • Phonemic Awareness: Hearing and using sounds in spoken words
  • Alphabetic Principle: Knowing the sounds of the letters and sounding out written words
  • Accurate and Fluent Reading: Reading stories and other materials easily and quickly with few mistakes
  • Vocabulary: Understanding and using a variety of words
  • Comprehension: Understanding what is spoken or read

DIBELS consists of seven short individual tests, called subtests. Each DIBELS subtest focuses on a different skill and takes 1 minute to complete. Your child may be given two to five of the DIBELS subtests depending on his or her grade level. Each subtest provides specific benchmarks students must achieve. A score falling at the low risk level indicates the child is on track for success in reading at their grade level. Students scoring at some risk have scores that fall in the mid-range and are in need of some supports to meet grade level goals. At risk scores indicates that additional interventions are needed in order for the student to meet the end of year reading goals.

Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that your child can understand what they are reading. On the DORF, the DIBELS Oral Reading Fluency assessment, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score. The following table compares the number of students scoring low risk, some risk and at risk on based upon the benchmarks for the oral reading fluency at the end of the noted school year:

  Low Risk Some Risk At Risk
Grade 1
2012-2013 64% 12% 24%
2013-2014 86% 2% 12%
2014-2015 73% 12% 15%
2015-2016 79% 9% 12%
2016-2017 % % %
Grade 2
2012-2013 71% 13% 16%
2013-2014 89% 3% 8%
2014-2015 75% 7% 18%
2015-2016 79% 5% 17%
2016-2017 % % %
Grade 3
2012-2013 81% 13% 6%
2013-2014 73% 16% 11%
2014-2015 89% 3% 8%
2015-2016 74% 5% 21%
2016-2017 % % %
Grade 4
2012-2013 83% 11% 6%
2013-2014 77% 16% 7%
2014-2015 61% 17% 22%
2015-2016 79% 11% 11%
2016-2017 % % %
Grade 5
2012-2013 74% 10% 16%
2013-2014 82% 9% 9%
2014-2015 80% 11% 9%
2015-2016 80% 5% 15%
2016-2017 % % %

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension in grades 3-5 using the subtests of DAZE, the DIBELS maze comprehension task. Students are given 3 minutes to read a passage that has blanks with three choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for DAZE in the spring of the noted school year:

  Low Risk Some Risk At Risk
Grade 3
2012-2013 68% 6% 26%
2013-2014 73% 16% 11%
2014-2015 79% 18% 8%
2015-2016 72% 19% 9%
2016-2017 % % %
Grade 4
2012-2013 79% 17% 4%
2013-2014 78% 13% 9%
2014-2015 63% 17% 20%
2015-2016 68% 24% 8%
2016-2017 % % %
Grade 5
2012-2013 76% 13% 10%
2013-2014 89% 7% 4%
2014-2015 84% 9% 7%
2015-2016 83% 12% 5%
2016-2017 % % %


Phonics

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. The Nonsense Word Fluency subtest, given to students in grades K-2, presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute.

The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for Nonsense Words Fluency in the spring of the school years 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017:

  Low Risk Some Risk At Risk
Kindergarten
2012-2013 86% 8% 6%
2013-2014 77% 10% 13%
2014-2015 100% 0 0
2015-2016 90% 7% 2%
2016-2017 % % %
First Grade
2012-2013 64% 10% 25%
2013-2014 93% 2% 5%
2014-2015 85% 10% 5%
2015-2016 91% 2% 7%
2016-2017 % % %

 

Kindergarten

Letter Naming Fluency

Letter Naming Fluency assesses a student’s ability to say the “names” of upper and lowercase letters in the English alphabet. This skill is a strong predictor of future reading success in young children. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 63% 13% 24%
Winter 77% 13% 10%
Spring 83% 11% 6%
2013-2014
Fall 77% 13% 10%
Winter 75% 23% 2%
Spring 77% 15% 8%
2014-2015
Fall 77% 5% 26%
Winter 82% 8% 10%
Spring 90% 5% 5%
2015-2016
Fall 46% 14% 40%
Winter 80% 16% 4%
Spring 88% 10% 2%
2016-2017
Fall 49% 33% 18%
Winter % % %
Spring % % %

 

Phonemic Awareness

Phonemic awareness refers to a child’s ability to hear and manipulate sounds in spoken words only. This skill is a powerful predictor of future reading success. It is a skill that is typically assessed early in a child’s schooling (i.e., kindergarten), but it is also used with older children who are experiencing difficulty reading.  DIBELS Next measures phonemic awareness using the subtests of First Sound Fluency and Phoneme Segmentation Fluency.

First Sound Fluency

First Sound Fluency measures a child’s ability to identify the initial sound only heard in a given word.  The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 57% 16% 26%
Winter 89% 8% 3%
2013-2014
Fall 72% 15% 13%
Winter 85% 10% 5%
2014-2015
Fall 79% 15% 13%
Winter 85% 13% 3%
2015-2016
Fall 38% 33% 29%
Winter 95% 2% 3%
2016-2017
Fall 27% 27% 47%
Winter % % %

 

Phoneme Segmentation Fluency 

In the Phoneme Segmentation Fluency subtest the student is presented with a word orally that consists of three to four sounds. The student is asked to represent each of the sounds in the word. The score is the number of correct sounds heard by the student. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Winter 81% 11% 8%
Spring 84% 11% 5%
2013-2014
Winter 82% 15% 3%
Spring 70% 25% 5%
2014-2015
Winter 82% 8% 10%
Spring 100% 0 0
2015-2016
Winter 98% 2% 0
Spring 100% 0 0
2016-2017
Winter % % %
Spring % % %

 

Nonsense Word Fluency-Correct Letter Sounds

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. The Nonsense Word Fluency subtest presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute. The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Winter 84% 11% 5%
Spring 86% 8% 6%
2013-2014
Winter 82% 10% 8%
Spring 77% 10% 13%
2014-2015
Winter 77% 18% 5%
Spring 100% 0 0
2015-2016
Winter 75% 16% 10%
Spring 79% 14% 7%
2016-2017
Winter % % %
Spring % % %

 

First Grade

Nonsense Word Fluency – Correct Letter Sounds

 

Phonics refers to the ability to learn the individual sounds in spoken language and map those sounds to specific written letters in the English language. Students who have strong phonics skills are able to connect individual sounds with letters and use those sounds to read words. Nonsense word fluency presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute.   The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 64% 9% 27%
Winter 71% 11% 18%
Spring 64% 10% 25%
2013-2014
Fall 76% 12% 12%
Winter 89% 2% 9%
Spring 93% 2% 5%
2014-2015
Fall 71% 12% 24%
Winter 82% 17% 7%
Spring 85% 10% 5%
2015-2016
Fall 68% 14% 18%
Winter 89% 5% 7%
Spring 91% 2% 7%
2016-2017
Fall 63% 15% 22%
Winter % % %
Spring % % %

 

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Winter 75% 11% 14%
Spring 64% 12% 24%
2013-2014
Winter 88% 7% 5%
Spring 86% 2% 12%
2014-2015
Winter 69% 10% 21%
Spring 73% 12% 15%
2015-2016
Winter 80% 9% 12%
Spring 79% 9% 12%
2016-2017
Winter % % %
Spring % % %

Second Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.  The following table represents the scores for students at each risk level for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 61% 21% 18%
Winter 72% 7% 20%
Spring 71% 13% 16%
2013-2014
Fall 76% 16% 8%
Winter 89% 3% 8%
Spring 89% 3% 8%
2014-2015
Fall 82% 7% 18%
Winter 84% 7% 16%
Spring 75% 7% 18%
2015-2016
Fall 60% 14% 26%
Winter 69% 17% 15%
Spring 79% 5% 17%
2016-2017
Fall 66% 15% 20%
Winter % % %
Spring % % %

Third Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 74% 17% 9%
Winter 74% 13% 13%
Spring 81% 13% 6%
2013-2014
Fall 73% 9% 18%
Winter 72% 14% 14%
Spring 73% 16% 11%
2014-2015
Fall 76% 12% 12%
Winter 80% 10% 10%
Spring 89% 3% 8%
2015-2016
Fall 70% 7% 23%
Winter 73% 7% 20%
Spring 74% 5% 21%
2016-2017
Fall 66% 15% 20%
Winter % % %
Spring % % %

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 60% 15% 26%
Winter 62% 19% 19%
Spring 68% 6% 26%
2013-2014
Fall 75% 11% 14%
Winter 78% 11% 11%
Spring 79% 7% 14%
2014-2015
Fall 56% 21% 19%
Winter 55% 20% 19%
Spring 79% 18% 3%
2015-2016
Fall 62% 11% 27%
Winter 68% 18% 14%
Spring 72% 19% 9%
2016-2017
Fall 53% 25% 23%
Winter % % %
Spring % % %

Fourth Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the 2012-2013, 2013-2014, 2014-2015, 2015-2016, and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 78% 13% 9%
Winter 85% 4% 11%
Spring 83% 11% 6%
2013-2014
Fall 75% 20% 5%
Winter 70% 25% 5%
Spring 77% 16% 7%
2014-2015
Fall 71% 5% 21%
Winter 64% 11% 23%
Spring 61% 17% 22%
2015-2016
Fall 63% 16% 21%
Winter 76% 11% 13%
Spring 79% 11% 11%
2016-2017
Fall 64% 11% 25%
Winter % % %
Spring % % %

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2012-2013, 2013-2014, 2014-2015, 2015-2016, and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 60% 28% 13%
Winter 65% 17% 17%
Spring 79% 17% 4%
2013-2014
Fall 77% 18% 5%
Winter 73% 16% 11%
Spring 78% 13% 9%
2014-2015
Fall 60% 19% 21%
Winter 74% 12% 14%
Spring 63% 17% 20%
2015-2016
Fall 58% 24% 18%
Winter 74% 6% 21%
Spring 68% 24% 8%
2016-2017
Fall 66% 20% 14%
Winter % % %
Spring % % %

 Fifth Grade

Oral Reading Fluency

Reading fluency refers to your child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score.

The following table represents the scores for students at each level on DORF for the 2012-2013, 2013-201, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 71% 9% 20%
Winter 75% 6% 19%
Spring 74% 10% 16%
2013-2014
Fall 69% 21% 10%
Winter 81% 11% 8%
Spring 82% 9% 9%
2014-2015
Fall 60% 23% 17%
Winter 77% 9% 15%
Spring 80% 11% 9%
2015-2016
Fall 59% 17% 24%
Winter 71% 12% 17%
Spring 80% 5% 15%
2016-2017
Fall 77% 16% 7%
Winter % % %
Spring % % %

Reading Comprehension

Reading comprehension refers to your child’s ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE.  Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection.

The following table represents the scores for students at each level on DAZE for the 2012-2013, 2013-2014, 2014-2015, 2015-2016 and 2016-2017 school years:

  Low Risk Some Risk At Risk
2012-2013
Fall 38% 21% 41%
Winter 39% 13% 48%
Spring 76% 13% 10%
2013-2014
Fall 75% 25% 0%
Winter 67% 31% 2%
Spring 89% 7% 4%
2014-2015
Fall 47% 26% 21%
Winter 60% 36% 25%
Spring 84% 9% 7%
2015-2016
Fall 76% 17% 7%
Winter 80% 13% 8%
Spring 83% 12% 5%
2016-2017
Fall 81% 11% 8%
Winter % % %
Spring % % %