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DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a series of short tests designed to evaluate key literacy skills among students in kindergarten through 8th grade, such as phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension.
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
A verbal fluency test is a kind of psychological test in which a participant is asked to produce as many words as possible from a category in a given time (usually 60 seconds). This category can be semantic , including objects such as animals or fruits, or phonemic , including words beginning with a specified letter, such as p , for example. [ 1 ]
Cognitive psychologists are working with educators to look at how to take advantage of tests—not as an assessment tool, but as a teaching tool [6] since testing prior knowledge is more beneficial for learning when compared to only reading or passively studying material (even more so when the test is more challenging for memory). [7]
It also assessed recall and recognition. The child will receive a list of 15 words on a day (A) and an inference list on the following day (B). The child is tested on A immediately after list B. After a 20-minute delay, a non-verbal test is administered, followed by tests of long-delay free recall and long-delay cued recall.
Oral reading fluency is sometimes distinguished from oral fluency. Oral reading fluency refers to the ability to read words accurately and quickly while using good vocal expression and phrasing. [13] Oral reading fluency is often linked to Schreiber's Theory of Prosody, which places importance on the tone, rhythm, and expressiveness of speech. [14]
In stutterers, DAF may produce slow, prolonged but fluent speech. In the 1960s to 1980s, DAF was mainly used to train prolongation and fluency. As the stutterer masters fluent speech skills at a slow speaking rate, the delay is reduced in stages, gradually increasing speaking rate, until the person can speak fluently at a normal speaking rate.
In 1976, Arasteh and Arasteh [1] wrote that the most systematic assessment of creativity in elementary school children has been conducted by Torrance and his associates (1960a, 1960b, 1960c, 1961, 1962, 1962a, 1963a, and 1964) with the Minnesota Tests of Creative Thinking, which was later renamed the Torrance Tests of Creative Thinking, with several thousands of schoolchildren.