Evaluation of DIBELS Assessment in the Literacy Development of Kindergarteners of Dagat-Dagatan Elementary School

Abstract

Background: Early literacy assessment is essential for identifying kindergarten learners who may be at risk for reading difficulties. Objective: This study evaluated the effectiveness of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment in supporting the literacy development of kindergarteners at Dagat-Dagatan Elementary School. Methods: A mixed-methods design was used. Quantitative data were drawn from DIBELS pre- and post-assessment results involving 150 kindergarteners, while qualitative data were gathered from 10 kindergarten teachers and 20 parents through interviews, focus-group discussions, and feedback questionnaires. Descriptive statistics and paired t-tests were used to analyze literacy gains, while thematic analysis was used to interpret stakeholder perceptions. Results: The baseline results showed varied literacy levels across phonemic awareness, alphabetic principle, accuracy, and fluency. Post-assessment results showed statistically significant improvement in all four domains, with p-values below 0.001. Teachers reported that DIBELS supported data-driven instruction and early intervention, while parents observed improved engagement in home reading activities. Challenges included time constraints, the need for additional teacher training, and requests for more regular parent updates. Conclusion: DIBELS is an effective early literacy assessment and monitoring tool for kindergarten learners when supported by teacher training, sufficient implementation time, and parent-school communication.