First-Grade Spelling Scores Within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study

ABSTRACT

The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized procedure and an alternative invented spelling procedure. Correlations were examined among spelling and diagnostic word reading and decoding scores, along with scores from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Spelling scores were significantly correlated with word reading and decoding scores, as well as DIBELS scores, except Phoneme Segmentation Fluency. Hierarchical multiple regression analyses revealed that spelling scores reliably accounted for significant variance in decoding but not word reading scores, beyond DIBELS scores. Implications are discussed related to the potential value of including early spelling scores within universal literacy screening.

Notes

¹ A correct letter sequence was two adjacent letters in the correct order, plus an additional point for the correct first and last letter (e.g., the word “cat” would receive 4 points for having the correct first letter “c,” then the sequences “ca” and “at,” along with the correct final letter “t”)