These case studies discuss the Diagnostic Decoding Survey scores for four students at different grade levels, including an analysis of the survey data and suggestions or recommendations for further assessment. The Diagnostic Decoding Surveys and other information presented are taken from actual students, but the names have been changed.
Felicia –1st Grade
The Beginning DS was administered to Felicia because she was below benchmark on all her DIBELS scores. At Felicia’s school, the Diagnostic Decoding Surveys are given to all students in grades K-3 who score below benchmark on the ORF screening measure or who receive an instructional recommendation of Strategic or Intensive from DIBELS.
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Tyvon –2nd Grade
The Beginning DS and Advanced DS were administered to Tyvon because his end-of-year DIBELS scores were below benchmark. At Tyvon’s school, the Diagnostic Decoding Surveys are given to all students in grades K-3 who score below benchmark on the ORF screening measure or who receive an instructional recommendation of Strategic or Intensive from DIBELS.
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Brittany –5th Grade
The Beginning DS and Advanced DS were administered to Brittany because she scored at “Basic” on the reading portion of her fourth grade state assessment. Her mother wanted to find out why she was not scoring higher on her state test because Brittany had been administered a battery of assessments that identified her IQ as 120.
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Roy –9th Grade
The Beginning DS and Advanced DS were administered to Roy because he was acting out in class and not turning in his homework. Although all of Roys other teacher’s said that he was just not motivated, his language arts teacher had been to a Really Great Reading workshop about the Diagnostic Decoding Surveys and she decided to administer them to learn whether Roy’s behavior problems might be related to a reading problem.
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