IDAPEL®

Texte français

Indicateurs dynamiques d'habiletés précoces en lecture

Chantal Dufour-Martel, PhD and Roland H. Good, III, PhD.


IDAPEL Early Release


We are pleased to announce the early release of IDAPEL® for research partners for the
2017-2018 school year. IDAPEL is a series of French-language formative assessments designed to assess the early literacy skills of students learning to read in French in grades K through 5. IDAPEL assesses the fundamental early reading skills of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, and text comprehension.

For details on the IDAPEL Early Release, read our announcement.

IDAPEL Overview

IDAPEL are a series of experimental French language formative assessments designed to assess the early literacy skills of students learning to read in French in grades K through 5. The measures are based on the same theoretical and evidence-based principles of how children learn to read in other alphabetic languages. IDAPEL are comprised of six measures designed to assess the fundamental early reading skills of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, and text comprehension. The measures are an adaptation of English DIBELS and take into account French language linguistic features including phonology, orthography, and syntax.

As diagnostic tools, the measures are sensitive to student growth over time, and facilitate the early identification of students who may be at risk of insufficient reading gain. The measures are time efficient and easy to use, and invaluable for progress monitoring student skill, and for evaluating student response to intervention.

The IDAPEL measures are experimental. Ongoing research with schools and school districts interested in using the measures, and in establishing partnerships with DMG, will allow us to gain more information about how well the measures works with diverse groups of students.

The measures continue to be researched for their reliability and predictive utility. They are found to be appropriate for use with students learning to read exclusively in French, as well as with students in French immersion programs learning to read in French at the onset of their academic schooling.


The IDAPEL Measures

  • Facilité à reconnaître le premier son (FPS); Intended Grade Level: K
  • Facilité à dénommer des lettres (FDL); Intended Grade Level: K, 1st
  • Facilité à segmenter les phonèmes (FSP); Intended Grade Level: K, 1st
  • Facilité à lire des non-mots (FNM); Intended Grade Level: K, 1st, 2nd
  • IDAPEL Facilité en lecture orale (FLO); Intended Grade Level: 1st, 2nd, 3rd, 4th, 5th
  • Rapport oral du récit (ROR); Intended Grade Level: 1st, 2nd, 3rd, 4th, 5th


References and Additional Resources



IDAPEL Publications

Dufour-Martel, C. (2009). Examining the predictive utility of French curriculum-based measurements (CBM) to assess the early (L2) literacy skills of Canadian French immersion K-3 students. Journal de l’immersion, 31, 3, 41-43. (Download)

Dufour-Martel, C., & Good, R. H. (2009). Investigating the psychometric properties of three French language early reading measures, Effective Education, 1, 1, 87-100. (Download)

Dufour-Martel, C., & Derochers, A. (2011). Une approche axée sur la réponse à l’intervention pour l’identification des enfants à risque d’éprouver des difficultés en lecture. Rendez-vous, 25 (1), p. 14-15. (Download)

Dufour-Martel, C., Desrochers, A. (2011). Psychometric properties of IDAPEL (Indicateurs dynamiques d’habiletés précoces en lecture): French-Language Early Literacy Measures with Students Learning to Read in French. Technical Report No. 12, Eugene, OR: Dynamic Measurement Group. (Download)

Dufour-Martel, C., Good, R., Dewey B., & Latimer, R. (2012). Examining the Predictive Validity of IDAPEL Measures with ÉCOLE Criterion Assessments for Determining IDAPEL Benchmark Goals and Cut Points for Risk. (Technical Report No. # 13). Eugene, OR: Dynamic Measurement Group. (Download)


La Gazette IDAPEL


Meet Chantal Dufour-Martel, co-author of IDAPEL


Chantal Dufour-Martel

Chantal Dufour-Martel, Ph.D.


Dr. Dufour-Martel is a native of Canada. Born in Quebec, she was schooled in eastern and western Canada. Dr. Dufour-Martel holds a bachelor’s degree in Cultural Anthropology, a master’s degree in Educational Leadership, and a doctoral degree in Special Education from the University of Oregon. She has 20 years experience teaching in Canadian and American public schools, partial and/or full immersion programs. She has been a Tier 2 early reading interventionist for grades K-5. Dr. Dufour-Martel holds a Standard Teaching License, a Bilingual ESOL Endorsement and an Administrative License with the state of Oregon. She is the principal author and co-designer of the French-language literacy measures IDAPEL. As director of IDAPEL research with Dynamic Measurement Group in Eugene Oregon, she oversees research studies with French Immersion students in Canada and the United States, and with Francophone student populations in Canada. Her primary research interests are understanding factors predicting literacy development among bilingual children and youth to inform practices for students with specific learning impairments. She is the author of Cerf-volant, a French-language reading intervention targeted for at-risk students. She has presented results of her research studies at conferences in both Canada and the United States.




Schedule an IDAPEL training for your school or district today!


Visit the IDAPEL Professional Development and Training page for more information on IDAPEL training in administration, scoring, data interpretation and utilizing IDAPEL within a bilingual (French/English) model of literacy education.