What's the Sense in Nonsense Word Fluency Probes?

Citation data:

Honors Projects Overview

Publication Year:
2015

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Repository URL:
https://digitalcommons.ric.edu/honors_projects/108; https://digitalcommons.ric.edu/cgi/viewcontent.cgi?article=1109&context=honors_projects
Author(s):
Habershaw, Maggie M.
Publisher(s):
Digital Initiatives at Rhode Island College; Digital Commons @ RIC
Tags:
literacy; reading difficulties; optimal literacy instruction; Nonsense Word Fluency probe;; Elementary education; Education; Special Education and Teaching
artifact description
A major focus of education in the United States has been for “optimal” literacy instruction for all students. To accomplish this goal, major initiatives have centered upon the early identification and prevention of reading difficulties. To this end, professionals in the field are using numerous literacy programs and assessments to promote optimal literacy instruction. One of these assessment programs is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Across the United States, over 2,000,000 students are administered the DIBELS Nonsense Word Fluency probe each year. The purpose of this study is to reflect on teacher perceptions and experiences with this commonly utilized yet often-misunderstood assessment. This study hopes to shed light on whether or not teachers who utilize the NWF probe believe it helps to promote optimal literacy instruction for students in their classrooms. By talking to educators who have experience with this assessment in a semi-structured interview style, I will gain more information and insight on this topic.