Academic Outcomes using DIBELS

Paper Summary:

In this article, the writer examines whether the use of the different DIBELS measures and the results are reliable in predicting the academic outcomes of a bilingual student. An evaluation of the different literature that concerns this study and other related issues are used to attain this objective. The writer maintains that the continuing research on the reliability and validity of the DIBELS measures clearly shows that it is a reliable source in predicting the academic outcomes of the students. The writer points out that the results obtained from the students are valid such that a comparison with other measures may be encouraged for more validation of results. The writer concludes that using the DIBELS in identifying the possible academic outcomes of English language learners is a helpful tool in assessing their English language proficiency.

Table of Contents:
Introduction
Methodology
Results and Discussion
Conclusion and Recommendation
References and Works Cited

From the Paper:

"The increasing population growth among immigrants plays an important role in the demographic changes in the United States' school system. Given that the conditions regarding the students' English proficiency - which is a vital element in their academic performance - is not given proper attention, the country may not be able to produce competent students and human resources. This is the reason why the US educational system now works directly in its English language programs, which is a challenging task for them. In Los Angeles, there are already some eighty different languages spoken throughout the Los Angeles school system that addresses this issue.
In addition, in order to develop the US's human resources potential will mean keeping their educational opportunities open to minorities and to educationally disadvantaged students. The manner in which the US government addresses this issue will help shape their economic status and competitive position in the world. It will also affect the social and economic well being of every American in the United States. Emphasis on language training and the preparation of our youth for future jobs will be a critical task for the decade of the 90s."

Sample of Sources Used:

• Adams, M. J. 1990. "Beginning to read: Thinking and learning about print." Cambridge, MA: MIT Press.
• Artiles, A. J., & Trent, S. C. 1994. "Overrepresentation of minority students in special education: A continuing debate." The Journal of Special Education, 27, 410-437.
• Ball, E. W., & Blachman, B. A. 1991. "Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?" Reading Research Quarterly, 26, 49-66.
• Blachman, B. A. 1991. P"honological awareness: Implications for prereading and early reading instruction." In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy (pp. 29-36). Hillsdale, NJ: Erlbaum Associates.
• Bracken, B. A., & McCallum, R. S. 1998. "Universal Nonverbal Intelligence Test." Itasca, IL: The Riverside Publishing Company.

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