Indicadores Dinámicos del Éxito en la Lectura
Roland H. Good, III, PhD
Doris Luft Baker, PhD
Nancy Knutson, PhD
Jennifer M. Watson, PhD
IDEL is a research-based formative assessment series designed to measure the basic early literacy skills of children learning to read in Spanish. The IDEL measures are not a translation of DIBELS, although they are based on the same research-based evidence of how children learn to read in alphabetic languages. IDEL, however, also carefully takes into account the linguistic structure of the Spanish language including the phonology, orthography, and syntax. The measures are standardized, short, individually administered, and can be used to regularly monitor the development of early Spanish literacy skills.
IDEL is used to test the automaticity of sound recognition and word reading as well as the fluency of reading connected text. It measures skills in all areas of the core components of beginning reading including: phonological awareness, alphabetic principle, accuracy and fluency with connected text, vocabulary and comprehension. IDEL also assesses letter naming fluency as an added indicator of risk.
The IDEL Measures
- Fluidez en Nombrar Letras
- Fluidez en la Segmentación de Fonemas
- Fluidez en las Palabras sin Sentido
- Fluidez en la Lectura Oral
- Fluidez en el Relato Oral
- Fluidez en el Uso de las Palabras
Each measure has been thoroughly researched and demonstrated to be a reliable and valid indicator of early literacy development in Spanish. IDEL is appropriate to use with students learning to read exclusively in Spanish, as well as in conjunction with DIBELS for students in bilingual, transitional, or two-way immersion programs that teach early literacy skills in Spanish and English.
Schedule an IDEL training for your school or district today!
Visit the IDEL Professional Development and Training page for more information on IDEL training in administration, scoring, data interpretation and utilizing IDEL within a bilingual (Spanish/English) model of literacy education.
Meet Doris Baker, co-author of IDEL
Doris Luft Baker, Ph.D.
Born in Brazil, raised in Colombia and Mexico and educated in Spanish, Portuguese, German and English, Dr. Baker has been a lifelong advocate for bilingual education. She is the co-author of IDEL. She received her bachelor's degree in Psychology from the Universidad Iberoamericana in Mexico City and continued her studies with a master's degree in Latin American Studies from San Diego State University. In 2007 she completed her doctorate in Educational Leadership from the University of Oregon where her research interests focused on ways to help young second language learners succeed in their literacy education. While earning her Ph.D., Dr. Baker served as the Project Coordinator of the study responsible for investigating the reliability and validity of IDEL. Her professional interests focus on researching the best ways to help accelerate reading and academic success in Spanish and English for students who speak a native language other than English. She has worked extensively with the Bilingual English Learners department of Oregon Reading First and has presented on IDEL and bilingual literacy education at conferences in both the United States and Latin America.