A tool used to derive a single, comprehensive indicator of early literacy skills. This calculation aggregates results from multiple subtests within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. As an example, scores from measures such as initial sounds fluency, letter naming fluency, and phoneme segmentation fluency might be combined to generate a summary metric reflecting a student’s overall reading readiness.
This metric offers significant advantages for educators and administrators. It provides a streamlined method for monitoring student progress, identifying students who may require additional support, and evaluating the effectiveness of instructional interventions. The aggregate nature of the score offers a more reliable and stable measure compared to relying on individual subtest results, providing a more holistic view of a student’s capabilities. Historically, educators relied on individual subtest scores, leading to potentially fragmented interpretations of student abilities; the composite score streamlines the analytical process.
