This study evaluates the validity and reliability of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) among 30 special education students in grades 4-6. The DIBELS consists of four subtests: Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Initial Sound Fluency (ISF), and Nonsense Word Fluency (NWF). These subtests were compared to two subtests from the Woodcock Johnson III (WJ III): Letter Word Identification and Word Attack. The results show significant correlations between LNF, PSF, NWF, and WJ III Word Attack, as well as between DIBELS LNF, PSF, and WJ III Word Identification. However, ISF showed no significant correlation with either subtest of the WJ III. The study concludes that DIBELS is a valid and reliable formative assessment for special education students, with strong correlations between its subtests and the WJ III. The findings support the use of DIBELS as a tool to identify students at risk of reading failure and to guide instructional planning.This study evaluates the validity and reliability of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) among 30 special education students in grades 4-6. The DIBELS consists of four subtests: Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Initial Sound Fluency (ISF), and Nonsense Word Fluency (NWF). These subtests were compared to two subtests from the Woodcock Johnson III (WJ III): Letter Word Identification and Word Attack. The results show significant correlations between LNF, PSF, NWF, and WJ III Word Attack, as well as between DIBELS LNF, PSF, and WJ III Word Identification. However, ISF showed no significant correlation with either subtest of the WJ III. The study concludes that DIBELS is a valid and reliable formative assessment for special education students, with strong correlations between its subtests and the WJ III. The findings support the use of DIBELS as a tool to identify students at risk of reading failure and to guide instructional planning.