Dyslexia SA is proud to announce

the face-to-face training of 

DIBELS 8th Edition in Adelaide,

South Australia!

3 Workshops:

Principals and School Leaders’ Day


Interested in understanding DIBELS 8th Edition

for effective data- based decision making in your school?

Learning Objectives:

  • To learn about the background and rationale for releasing an updated edition of DIBELS
  • To learn about the research behind DIBELS 8th Edition and updates to DIBELS 8th Edition subtests
  • To learn how to engage in data-based decision making at a systems level using DIBELS 8th Edition data

Content Includes: Learning about the new and improved features of DIBELS 8th Edition, including updates to subtest forms, new and revised subtests, discontinue benchmark and gating rules, and blue goals. Learning how principals and school leaders can use DIBELS 8th Edition data to make instructional decisions in their schools.

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DIBELS 8th Edition Basic Training

DIBELS 8th Edition is a battery of brief (one-minute) fluency measures that can be used for universal screening, benchmark assessment and progress monitoring from Foundation to Year 8.

For schools, special education programs, students identified with dyslexia, and anyone focused on improving literacy for all students.

DIBELS 8th edition is based on trusted scientific evidence, research-based practices, and decades of experience in teaching and learning.

Learning Objectives:

  • Understand the theoretical rationale and purpose for the use of DIBELS 8th Edition
  • Understand the rationale for releasing DIBELS 8th Edition and learn about key subtest updates
  • Become reliable DIBELS 8th Edition assessors and understand the administration and scoring procedures to collect reliable, valid student performance data

Content Includes: Learning how to use the University of Oregon’s free assessment materials https://dibels.uoregon.edu/assessment/index/material/  which include Letter Naming Fluency (LNF), Phonemic Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Word Reading Fluency (WRF), Oral Reading Fluency (ORF) and Maze, as well as an introduction to data-based decision making using DIBELS 8th Edition data.

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Trainers’ Training


Interested in becoming a DIBELS 8th Edition Trainer in your school?

DIBELS 8th Edition Trainers’ Training

Prerequisite: All participants must have completed the DIBELS 8th Edition Basic Training

Learning Objectives:

  • To prepare trainers to train others to reliably administer, score, and use DIBELS 8th Edition in their school systems
  • To learn a process for engaging in data-based decision making within a MTSS (Multi-Tiered System of Supports) framework using DIBELS 8th Edition
  • To apply a MTSS decision-making framework to answer questions and make instructional decisions using DIBELS 8th Edition data

Content Includes: Learning how to use DIBELS 8th Edition data to answer questions and make instructional decisions at the systems level and individual student level. Learning how to set up and effectively utilize assessment systems within a school system to engage in data-based decision making.

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Information On Our DIBELS 8th Edition Workshop Presenters


Dr Nancy J. Nelson is a Research Assistant Professor at the Center on Teaching and Learning at the University of Oregon, and the Director of Clinic and Outreach Services. Dr. Nelson is a Co-Principal Investigator on the National Center on Improving Literacy and the National Lead for Literacy Center. Dr. Nelson is a licensed school psychologist in Oregon, a nationally certified school psychologist, and a licensed special education teacher in Oregon and California. She is a former middle and high school special education math teacher with expertise in reading, math, and technology-based interventions for students at risk for disabilities and the use of assessment to inform intervention in multi-tiered systems of supports.


Dr Sarah McDonagh is an independent literacy consultant. Sarah earned her doctorate in Special Education at the University of Oregon and has research interests in instructional interventions in reading for students identified at-risk for reading difficulties and scaling up evidence-based practices in applied settings.  Her expertise lies in the area of early reading, prevention of reading difficulties, and instructional interventions for students identified at-risk for reading difficulties in the early school years. She has vast educational experience as a primary and special education primary and special education teacher, academic, researcher, and consultant both in Australia and the United States.  Sarah works intensively with schools in New South Wales to support school-wide implementation of effective reading practices and school improvement. She is currently a co-investigator of a federally funded Australian Research Council Grant and until recently was co-editor of the Australian Journal of Learning Difficulties.


Marissa Pilger Suhr is a research assistant at the Center on Teaching Learning (CTL) and is a doctoral candidate in the University of Oregon School Psychology program. At CTL, Marissa serves on the DIBELS 8th Edition professional development team, where she develops professional development materials and facilitates DIBELS 8th Edition trainings for local and state organizations. Marissa also works on the professional development team for the National Center on Improving Literacy, where she supports with development of technical assistance resources for educators. In her role at CTL, Marissa also provides ongoing professional development and coaching to local school districts, clinic settings, and state-level organizations on data-based decision making, the science of reading, and the delivery of the Enhanced Core Reading Instruction (ECRI) multitiered program.


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DIBELS 8th Edition September 2020