Bridgewater-Raritan Regional School District

Dynamic Indicators of Basic Early Literacy Skills (DIBELS®)

We will use the Dynamic Indicators of Basic Early Literacy Skills, referred to as DIBELS as our universal screening tool in grades kindergarten through grade 3. 

DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) is a simple, one-minute check that gives teachers a quick snapshot of how a child is growing as a reader. This collection of quick assessments measure how students are developing early and essential literacy skills. They are designed to celebrate progress, spot early signs if extra support is needed, and ensure every child has the chance to become a confident, successful reader from kindergarten through eighth grade.

The assessment will be administered by a teacher or staff member and will take approximately 5 minutes to complete. Screening will take place at the beginning and in the middle of the year. Results will be shared with families after the screening. 

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Purpose

The New Jersey Department of Education (NJDOE) is committed to giving every child the best possible start on their literacy journey. This guide helps parents and guardians understand how schools support literacy development in students and what to expect along the way.

Evidence-Based Literacy Instruction

Reading is a complex skill made up of many different parts that work together, much like the strands of a rope. Scarborough’s Reading Rope (2001) is a visual model that helps explain how these skills combine to create strong readers. The Reading Rope has two main parts:

• Word Recognition: This includes phonemic awareness (understanding sounds in words), phonics (connecting letters and sounds), and sight recognition of familiar words.

• Language Comprehension: This includes vocabulary (knowing the meaning of words), background knowledge (understanding the topic), and verbal reasoning (making sense of ideas and stories).

As children grow into fluent readers, the strands weave together, strengthening reading, writing, listening, and speaking abilities. Reading and writing are intricately connected processes that reinforce each other, with improvements in one area naturally enhancing the other.

Reading and Writing Practices

To help children become strong readers and writers, there should be a focus on both understanding words and language. Research shows that effective literacy instruction includes certain key practices:

1. Clear Learning Goals: Teachers clearly explain what students will learn and how they will show they understand it.

2. Direct Instruction: Teachers introduce new skills with clear explanations, examples, and demonstrations.

3. Guided Practice with Feedback: Students practice new skills with support from the teacher and receive helpful feedback along the way.

4. Independent Practice: Students have opportunities to practice on their own, applying what they have learned without teacher help.

5. Checking Understanding: Teachers regularly assess if students have mastered skills and decide if further support is needed.

This approach ensures students are developing the skills they need to become proficient readers and writers.

Understanding Universal Literacy Screening

New Jersey passed new legislation (P.L. 2024, c.52) to ensure that all students receive strong literacy instruction. These screenings help schools understand how students develop key reading skills and identify those needing extra support. By using research-based tools, schools can provide timely interventions and improve reading instruction for all children.

Why Literacy Screening Matters

Strong reading and writing skills are essential for student success in school and beyond. Research shows that children who struggle with literacy early on may continue to face challenges later. Literacy screening helps:

• Identify students who may need extra help.

• Provide targeted instruction to strengthen reading and writing skills.

• Ensure every child gets the support they need to succeed.

How Literacy Screening Works

According to the legislation, schools must conduct literacy screenings at least twice a year, at the beginning and the middle of the school year. However, school districts may administer the literacy screener a third time at the end of the year. These assessments measure important literacy skills on letter naming, phonemic awareness, phonics and decoding, oral reading fluency, and comprehension. When supporting these literacy skills at home, parents and guardians may want to take these questions into consideration:

• Can the student name both uppercase and lowercase letters? (letter naming)

• Can the student identify the first, middle, and last sound in words like cat (ccc...aah..ttt)?

(phonemic awareness)

• Can the student sound out written words? (phonics and decoding)

• Can the student read stories quickly, smoothly, and accurately? (oral reading fluency)

• Can the student understand and gain meaning from texts, such as filling in the blank in a sentence or writing about it? (comprehension)

After Screening

Parents and guardians will receive reports explaining the results and recommendations for additional support based on the screening outcomes. Educators will work closely with families to ensure the right interventions and supports are in place to help students succeed. 

Additional Information

For more details, parents and guardians may reach out to their child’s teacher or school administrator. The full guidance can be found on the NJDOE’s Learning Equity and Academic Recovery website. Together, we can build a strong foundation for a child's literacy success! 

Taken from the THE NEW JERSEY LITERACY FRAMEWORK, Office of Learning Equity and Academic Recovery, New Jersey Department of Education.