Presentations and Publications
Expand your knowledge of Acadience assessments with our archive of position papers, presentations, and dedicated research.Position Papers
Dyslexia Screening and the Use of Acadience Reading
Why is Retell a Required Part of ORF in Acadience Reading?
Use of Acadience Reading K–6 for System-Wide Accountability Decisions
Use of Acadience Reading K–6 for Student-Level Accountability Decisions
The Use of Acadience Reading K–6 for Diverse Learners
DIBELS Myths and Facts
Acadience Reading K–6
Acadience RAN Risk Indicator Technical Report No. 30 (2021)
The Impact of COVID-19 on Student Reading Development Technical Brief (2021)
Acadience RAN Incremental Validity Technical Brief (2020)
Acadience Reading K–6 Technical Manual (2019)
Acadience Reading National Norms 2014–2015 (Updated 2018)
Acadience Reading Technical Adequacy Brief (2015)
Technical Adequacy Supplement for Acadience Reading–Oral Reading Fluency (2014)
Linking DIBELS Next® with the Lexile® Framework (2014)
DIBELS Next Benchmark Goals Study (2012)
DIBELS Next Development: Findings from Beta 2 Validation Study (2012)
DIBELS Next Oral Reading Fluency Readability Study (2010)
Acadience Reading Diagnostic
Addressing the Complexities of Reading Comprehension Difficulties: Assessment to Intervention (2018)
Assessing the Utility of DIBELS Deep: Phonemic Awareness and Word Reading and Decoding (2013)
Development of DIBELS Deep: A Pilot Study (2007)
Acadience Reading Survey
Analysis of DIBELS Survey Beta Usability Questionnaire (2011)
DIBELS Survey Beta (2011)
Acadience Math
The Impact of COVID-19 on Student Math Outcomes (2021)
Acadience Math Technical Adequacy Brief (2019)
Acadience Math National Norms 2016–2017 (Updated 2019)
2014-2015 DIBELSnet Preliminary System-Wide Percentile Ranks for DIBELS Math Early Release (2018)
DIBELS Math: An Overview for Kindergarten to Sixth Grade (2016)
Acadience Reading Pre-K: PELI
Assessing Vocabulary and Oral Language Skills in Preschoolers (2019)
Effectiveness of Preschool and Kindergarten in Promoting and Maintaining Early Literacy Skills (2018)
Assessing Vocabulary and Oral Language Skills in Preschoolers (2018)
Analysis of PELI® User Satisfaction Questionnaire (2015)
Preschool Early Literacy Indicators (PELI): Establishing Benchmark Goals (2014)
Examining the Validity and Utility of an Assessment of Preschool Early Literacy Skills (2013)
Preschool Early Literacy Indicators (PELI): Initial Reliability and Validity (2012)
Acadience Reading 7–9
Content Area Reading indicators Benchmark-Gating for 7th–9th Grade (2018)
2014-2015 DIBELSnet Preliminary System-Wide Percentile Ranks for CARI Daze (2015)
Super Institute
Dyslexia Screening and Acadience Reading (2019)
The Science of Reading: Why All the Fuss? (2019)
Why There is No Such Thing as A Sight Word by Dr. Louisa Moats (2018)
Prevention: The Promise and the Power by Dr. Ruth Kaminski (2018)
Using DIBELS Next to Predict Performance on ELA Assessments: A Tale of Two Tests by Dr. Roland Good (2018)
Ten Success Factors for Literacy Intervention by Dr. Susan Hall (2018)
The Magic Is In The Instruction by Dr. Anita Archer (2017)
Vocabulary and Oral Language: The Keys to Comprehension by Dr. Ruth Kaminski (2017)
Getting Results from MTSS/RtI: 10 Success Factors by Dr. Susan Hall (2017)
The Association Between DIBELS Next and the SBAC Achievement Standard by Dr. Roland Good (2017)
Presentations
Acadience Reading for All Learners in the Age of COVID: Grades K-2 (2021)
Acadience Reading for All Learners in the Age of COVID: Grades 3-6 (2021)
The Power and Possibility of Predicting Reading Outcomes with RAN (2021)
Assessment of Dyslexia and Specific Learning Disabilities (2021)
Exploring the Predictive Validity of RAN Measures and Their Role in Dyslexia Screening Decisions (2021)
Dyslexia and Specific Learning Disabilities: Focus on Effective RTI (2020)
Effectiveness of Preschool in Promoting and Maintaining Early Literacy Skills (2019)
Building Futures with an Outcomes Driven Model: Identifying Students with or at Risk for Dyslexia and Supporting their Progress (2019)
Using Systems-Level Data to Examine Effectiveness of All Instructional Tiers (2019)
Using Pathways of Progress to Set Goals and Evaluate Student Progress (2019)
Dyslexia and Specific Learning Disabilities in Reading in an RTI System (2019)
Increasing Early Literacy Outcomes Through an Assessment Audit (2019)
Improving Reading Outcomes Through Goal Setting and Progress Monitoring (2019)
Impacting literacy outcomes: Effectiveness of a tier 3 early literacy intervention in preschool (2018)
The Science of Goal Setting and Progress Monitoring (2018)
Using DIBELS Next to Predict Performance on Statewide ELA Assessments (2018)
Pathways of Progress to Success on CCSS-Aligned Statewide Tests: A Tale of Two Tests (2018)
Making Real-World Decisions About Adequate Progress: Comparing Three Approaches (2017)
Examining the Association Between DIBELS Next and the SBAC ELA Achievement Standard (2017)
Predictive Validity of Pathways of Progress™ Decisions for RTI (2016)
Contribution of Pathways of Progress to Predicting Later Reading Outcomes (2016)
Evaluating the R in RTI: Slope or Student Growth Percentile? (2015)
Improving the Efficiency and Effectiveness of Instruction with Progress Monitoring and Formative Evaluation in the Outcomes Driven Model (2015)
Making Reliable and Stable Progress Decisions: Slope or Pathways of Progress? (2015)
Using Pathways of Progress to Create Access to Reading Success (2014)
Decision Utility of DIBELS Next for the California Standards Test (2013)
DIBELS Pathways of Progress™: Setting Ambitious, Meaningful, and Attainable Goals in Grade Level Material (2013)
Evaluating technical adequacy of DIBELS in a New Zealand sample of early elementary students (2012)
Investigating the psychometric properties of IDAPEL® French language early literacy measures with students learning to read in French (2012)
MaDYK™ Early Hebrew Literacy Assessment: Development of Preliminary Benchmark Goals Symposium Paper #2 (2012)
Evaluating the Predictive Validity of DIBELS NEXT Composite Scores in the Context of an International School in South America (2012)
Implementing Effective Literacy Programs, Grades 1-5: One School’s Journey (2011)
The utility of DIBELS Next for predicting GRADE outcomes (2011)
What is Next for benchmark goals? (2011)
Instructional decision making Using DIBELS Next Survey (2011)
Developing benchmark goals and cut points for risk: Odds of achieving subsequent reading goals (2011)
The robust beauty of DIBELS composite scores: Homage to Robyn Dawes (2011)
Real problems and potential solutions for oral reading fluency progress monitoring (2010)
Write of passage: The next generation of reading progress monitoring (2010)
Instructionally relevant assessment: Further development of brief reading diagnostic tools (2010)
ROC done right! Using ROC curve analyses to enhance prevention (2009)
Development, validation, and decision-making utility of reading survey and diagnostic tools linked to DIBELS (2009)
Linking Assessment to Instruction: Using Dynamic Indicators of Basic Early Literacy Skills in an Outcomes-Driven Model (2008)
DIBELS Deep Brief Reading Diagnostic Tools: Development and Validation (2008)
ROC (Receiver Operating Characteristic curves) Done Right (2008)
The Development of Brief Reading Diagnostic Tests Linked to DIBELS (2008)
Progress Monitoring and Response to Intervention in an Outcomes-Driven Model (2007)
Psychometric Adequacy of Dynamic Indicators of Basic Early Literacy Skills (2007)
What’s PSF Got To Do With It? A Look At The Contribution of DIBELS Phoneme Segmentation Fluency to First Grade Reading Outcomes (2007)
Progress Monitoring and Response to Intervention in an Outcome Driven Model (2006)
Examining the Use of DIBELS Nonsense Word Fluency Across Grade Levels in Reading First Schools (2006)
Acadience® Reading K–6 is the new name for the DIBELS Next® assessment. Acadience is a trademark of Acadience Learning Inc. The DIBELS Next copyrighted content is owned by Acadience Learning Inc. The DIBELS® and DIBELS Next registered trademarks were sold by Acadience Learning Inc. to the University of Oregon (UO) and are now owned by the UO.