The utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for documenting the reading progress of English Language Learners (ELLs) was investigated. Relationships among the DIBELS measures were explored using a correlational matrix. The predictive validity of the DIBELS for determining later literacy outcomes was assessed via a series of step-wise regressions. Results suggest that the DIBELS are valid for assessing the reading progress of Spanish-speaking ELLs. Growth was seen on all measures and established DIBELS benchmarks were generally met on time. Differing from previous findings, PSF did not positively correlate with NWF for first graders, and only fall PSF significantly correlated with later ORF. PSF may not be a valid indicator of future literacy success for Spanish-speaking ELLs. Results suggest that LNF may be a better indicator and that bilingualism may facilitate phonemic awareness.

Library of Congress Subject Headings

Reading--Ability testing; Language arts (Elementary); Hispanic American children--Education; Hispanic American children--Language; English language--Study and teaching--Foreign speakers; Literacy

Publication Date


Document Type


Student Type


Degree Name

School Psychology (MS)


S. B. Graney


RIT – Main Campus

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