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The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) used in an Australian context

Abstract This study explored use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) subtests in an Australian context, as part of a larger study of reading accuracy achievement. Subjects were 398 Queensland (Qld) students in Years 1, 2, and 3, who were tested on DIBELS reading accuracy subtests at mid‐year and end‐year test points in 2005. Alignment with DIBELS USA benchmark cutpoints was poor, probably due to schooling differences, as Qld starts formal reading instruction a year later than the USA. In discussion with the DIBELS authors, it was decided to develop interim local Qld benchmarks from the data, to be used by schools and researchers until longitudinal research establishes more valid benchmark cutpoints. The characteristics and advantages of DIBELS are discussed.